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BY 

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BY 

MAUD JUNKIN BALDWIN 

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SUPERINTENDENT ELEMENTARY DIVISION, PENNSYLVANIA STATE SABBATH 
SCHOOL ASSOCIATION 



PHILADELPHIA 

THE WESTMINSTER PRESS 

1916 



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Copyright, 1916, 
By F. M. Braselmann 



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MAR -6 1917 



<S>CLA455790 
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TO MY FIRST JUNIORS 
WHO TAUGHT ME MORE THAN I TAUGHT THEM 



Contents 

PAGE 

Introduction 7 

I. The Junior Girl and Boy 9 

II. Standard for a Junior Department 18 

III. Organization 22 

IV. Equipment 31 

V. The Junior Program 45 

VI. Lessons 59 

VII. Temperance Education 71 

VIII. Missionary Education 81 

IX. Recreation 91 

X. The Junior Department and the Home 98 

XI. The Monthly Workers' Meeting 104 



Sntrotmctton 

Dr. B. S. Winchester says, "The supreme aim of the 
Sunday school is to develop to the utmost the religious 
life of every pupil." If this aim is to be realized, each 
pupil must be taught the Word of God, be led to confess 
Jesus Christ as Saviour, be furnished with material for 
building Christian character, and be trained in Christian 
service. 

In order to render this great service to each pupil, it 
is necessary to remember that life and education are 
developing processes, and that each period of life affords 
an opportunity for a special form of religious education. 
Because the Sunday school desires to give each pupil 
just the right teaching and training at each stage of his 
development, it has been organized according to the 
natural divisions of human life. 

The Cradle Roll Birth to 3 years. 

The Beginners Department 4, 5 years. 

The Primary Department 6, 7, 8 years. 

The Junior Department 9, 10, 11, 12 years. 

The Intermediate Department .... 13, 14, 15, 16 years. 

The Senior Department 17, 18, 19, 20 years. 

The Adult Department Over 20 years. 

The Adult Department includes the following: 
The Organized Bible Classes. 
The Home Department. 
The Teacher-Training Department. 

Each division consists of a group with marked char- 
acteristics, special needs, interests, and limitations, and 



8 W$t Sftmtors: J^otD to Ceacf) anb Cram GWjem 

with powers to live certain great truths. These in- 
terests, experiences, and powers must be understood and 
carefully considered when organizing any particular 
group. This is especially necessary when planning for 
the equipment, arranging the program, choosing the 
lessons, and directing the activities of the group. In 
no other way will the Sunday school be able to educate 
religiously the children and youth. 

This little volume has been prepared for the purpose 
of assisting those who have been chosen to teach the 
pupils of that important group known as the Junior 
Department, in which are grouped the boys and girls 
from nine to twelve years of age. The plans and 
methods suggested are those which the author has used, 
and has known others to use, with success. It is a 
pleasure to acknowledge the inspiration and instruction 
received from Mrs. W. J. Semelroth, Mrs. M. G. Ken- 
nedy, Mrs. J. W. Barnes, Miss Josephine Baldwin, 
and Miss Nannie Lee Frayser. It is the prayer of the 
writer that the book may help all who read it better to 
understand the junior children and to see more clearly 
their great opportunity — (1) to teach these children 
the Word of God; (2) to lead them to accept Jesus 
Christ as their Saviour; (3) to show them how to make 
right choices; (4) to help them form good habits; (5) 
to train them in service to others. 



CHAPTER I 

Wt)t junior (girl anb |£op 

"The need of the pupil is the law of the school" 

The life of the junior is unique. It differs greatly 
from that of the primary child and is just as distinct 
from that of the early adolescent. It is necessary for 
those who desire to help the junior to develop his re- 
ligious life to make a study of his physical, mental, 
social, and spiritual characteristics and limitations. 
The following statements are made for the purpose of 
attracting attention to the junior's peculiarities, and to 
lead to a more exhaustive study later. Note that all 
the suggestions made in the other chapters of this book 
are based upon the characteristics and limitations 
noted here. 

1. Physically the average child of this age is stronger 
than one either younger or older. Life is characterized 
by good health, slow growth, and boundless energy. 
The junior likes to run, jump, climb, and play at all 
games which afford opportunity to exercise and harden 
the muscles. The junior would rather play than eat 
or sleep, although the expenditure of all this nervous 
energy demands that he have both nourishing food and 
many hours of sleep. His ceaseless activity also tends 
to find expression in constructiveness. The boy likes 
to make tops, wagons, sleds; to build miniature rail- 



10 W\)t 3Tumor*: Hoto to tKeacf) anb tKrain {TOfjem 

roads, boats, and bridges. The girls want to cook, to 
"keep house/ ' to dress dolls, to crochet, in fact, to do as 
grown-ups do. Indeed the junior is a "doer" and not 
a "hearer" only; hence he must be helped to use some 
of his energy in being a "doer of the Word." 

2. A growing independence is one of the prominent 
characteristics of the period. The sense of approaching 
manhood and womanhood stirs the soul to self-asser- 
tion. The child needs adult guidance and must be 
under adult authority, but the wisest parents and 
teachers will as far as possible consult his feelings and 
desires. They respect the child's personality, invite 
confidence by their sympathy, and in every way seek to 
share his viewpoint. Such adult companionship will 
lead to the formation of right habits of thinking and 
acting, for hand in hand with this independence of 
thought comes a very great susceptibility to influence. 
The influence of the church and Sunday school will 
count for much if the Junior Department is properly 
organized, equipped, and managed. 

3. The junior is interested in reading. As the child 
grows and the ability to read well develops, the parent 
and teacher will notice that often a book is so fascinat- 
ing that it is chosen in preference to the outdoor game. 
The passion for reading is so great that anything at 
hand will be devoured, whether good, bad, or indifferent. 
The Sunday school should place at the disposal of the 
juniors a great number of books which are good for 
them to read. Then the pupils should be taught how 
to handle the Bible and where to find its most interest- 



W$t Hfttmor <©irl anb IBop 11 

ing stories, and they should be trained to be daily Bible 
readers. 

4. In this period we find the beginning of the age of 
hero worship. The boys and girls are forming ideals for 
themselves. The boys idealize men, and the girls 
choose either men or women. They adore the men and 
women who can do or have done the things they long 
to do. Physical strength, skill, and courage are first 
idealized, but later on the children recognize intellectual 
ability and spiritual power, and are quick to do homage 
to them. They select these heroes and heroines from 
among those whom they meet day by day, from the 
books they read, from the stories they hear, and the 
pictures they see. Always they choose the person who 
can do things, paying little attention to what the person 
is. The younger juniors have a tendency to imitate 
some personal acquaintance or some one whom they 
have seen. The older pupils choose a hero or heroine 
of whom they have read or heard. It is hardly neces- 
sary to say that this instinct should be fed and strength- 
ened in order that it may eventually help the pupils to 
choose the Christ as their pattern of life. The best kind 
of material for this purpose is furnished by the coura- 
geous deeds of the Old Testament leaders and the won- 
derful works of Christ and his early and later followers. 
The lessons used in this department should present 
such ideals of living to the pupils. 

5. This is the period of forming fixed habits of thought 
and action. The juniors should learn how to think 
clearly and quickly, how to judge right and wrong, how 



12 Gftje Hfumor*: J|oto to ®eacf) anb ©rain Qtfjem 

to choose the right action and make themselves perform 
that action. They should be taught the results of right 
habits in the lives of others, and should be led to form 
such habits for themselves. It is vital that they ac- 
quire the following habits: daily Bible reading and 
prayer; church attendance; giving to the local church 
and its missionary enterprises; total abstinence from 
the use of liquor, tobacco, and harmful drugs; playing 
fair in all their games; right personal habits. 

6. This is the time that some one has called the 
"Golden Memory Period" The brain will receive any- 
thing and mechanical repetition will fix anything, be it 
interesting or uninteresting, concrete or abstract, under- 
stood or not understood. Verbal memory is at its best, 
and for this reason the pupils are "drilled" in the 
knowledge which should become automatic, such as the 
books of the Bible; outlines of the main contents of 
the Book; Bible geography. But the chief opportunity 
afforded by this characteristic is the opportunity to 
have the pupils memorize passages of Scripture and 
hymns which contain truths and commands of value for 
immediate as well as for future use, and which supply 
them with a medium through which to express their 
feelings of love, trust, loyalty, praise, and thanksgiving 
to God. 

7. The geographical and historical senses have their 
birth at this period. Therefore a study of the Bible 
lands adds great interest to the lessons, and a chrono- 
logical arrangement of the stories of certain periods 
reenforces memory. 



tlRje Hfumor (girl anb Pop 13 

8. The reasoning powers of the juniors are weak at the 
beginning of the period. A rapidly increasing knowl- 
edge of many facts, however, results in the comparison 
of these facts and leads to the development of the rea- 
soning powers. The children delight in exercising their 
ability to investigate or work out a thing for themselves. 
They enjoy puzzles, riddles, and guessing games of all 
sorts. All leaders and teachers of juniors should re- 
member this characteristic when planning junior pro- 
grams and teaching junior lessons. 

9. This same impulse to investigate for themselves 
makes them quite literal-minded. A thing is exactly 
four feet, one inch high; a caller arrived at exactly two 
minutes to three; and the gentleman made exactly such 
statements. Here is the teacher's opportunity to cul- 
tivate fixed habits of truthfulness and honesty. 

10. It is the collecting age. They like to have and to 
hold many things of different types. There are stamp, 
button, picture, and many other collections. This in- 
stinct can be used by the junior teacher in collecting 
objects which will be of use in teaching the lesson, such 
as a model of an oriental house, an eastern plow, old- 
time furniture, and other Biblical illustrative material. 
Missionary curios and the flags of other nations may 
also be collected. 

11. A high sense of honor is another characteristic. 
The junior's ideas of loyalty and justice are worth con- 
sidering, and the one who respects them has opened to 
him or her the soul of the child. The one who dis- 
regards them commits a crime against childhood and 



14 {Kfje SJtmior*: ?|oto to GDeari) anb ®rain ®fjem 

will fail to develop loyalty to God, to the Church, and 
to all humanity. 

12. Notwithstanding the birth of independent thought 
the juniors have a real regard for the authority of one 
who has the right to rule. This fact affords the oppor- 
tunity to teach the children in regard to God's right 
to rule the world as its Creator, because of his power, 
his love, his wisdom, his mercy, and his justice. They 
can thus come to acknowledge him, not only as King 
of kings and Lord of lords, but as King of their 
lives. 

13. Social instinct begins to ripen in this period and 
force the child into the "gang." The desire for com- 
panionship of others of the same age and sex is very 
strong. The gang selected is chosen according to the 
ideals already set up in the life. Its laws become his 
standards of right and wrong. Thus it becomes a good 
or an evil influence in the life; good, if the ideals of the 
gang lead to right thinking and doing; bad, if the opin- 
ion of the gang results in wrong thinking and doing. 
Girls and boys organize in separate groups, and they 
differ in purpose. The girls seem to have a more adult 
motive, such as to promote friendship, to develop them- 
selves, and to help others; the boys have apparently 
one chief purpose : to find some outlet for their surplus 
energy. The home should be the meeting place of the 
"gang" or group, and sympathetic parents ought to 
provide the opportunity for the right kind of good time. 
But when the home fails (as thousands do) then the 
church must arrange for the child's social life. The 



®be STunior (girl anb Pop 15 

Junior Department boys, the Junior Department girls, 
or the Sunday-school class must become the "gang" 
or " bunch," and the right companionship be supplied 
by the friendship of pupils and teachers. Then, too, 
the junior child, longing for an intimate friend who 
understands, should be introduced to Jesus Christ, the 
children's Friend and Companion. 

14. The junior has a number of limitations which 
should be noted. He is self-centered; his reasoning 
power is weak; he thinks slowly when a question re- 
quires thinking rather than a repetition from memory; 
he is interested in the conduct, not the character of one 
whom he admires. A recognition of these limitations 
helps teachers and parents to plan their work more 
carefully, and makes them more sympathetic and less 
inclined to blame the children for certain mistakes. 

Surely even a casual glance at these characteristics 
forces one to stop and exclaim at the possibilities for 
good and evil wrapped up in the life of a junior boy or 
girl. The future man and woman are there. Will 
the church help that boy to be a good man? God wants 
him to be. Will the church help that girl to be a good 
woman? Much depends on the Junior Department 
and its leaders. God grant that all the boys and girls 
may be kept for Jesus Christ. 

Learning to Know the Junior Children 

The following suggestions are made for workers who 
desire to pursue further the study of the juniors: 
1. Read the following books: 



16 ®fje ^Junior*: ^obj to Ceacf) anb ®raiu ®fjem 

The Unfolding Life — Mrs. M. S. Lamoreaux. 
The Teacher and the Child— T. Mark. 
The Child for Christ— McKinney. 
The Junior Worker and His Work — Robinson. 
The Dawn of Character — Mumford. 

2. Take time to recall your own childhood. Try to 
remember your joys and sorrows; the people who helped 
or the people who hindered you; the things you liked 
to do and those you did not like to do; the books you 
read; the games you played; the companions you 
loved; the day-school teachers who instructed or those 
who failed to instruct you; the Sunday-school teachers 
who inspired you or those who failed to inspire you. 
Such remembrances lead to genuine sympathy with 
girls and boys. 

3. Observe the children themselves, in their homes, 
in the day school, on the playground. Such observa- 
tion will be possible only to those who are willing to 
become the friends and companions of the children, 
their parents, and their teachers; but the knowledge 
gained will be very valuable and worth all it costs to 
get it. 

4. Purchase a notebook and arrange a page for each 
pupil as follows: 

Name 

Address 

Date and place of birth 

Teacher's name 

Mother's name 

Father's occupation 

Are parents members of the Church? If so, of what church?.... 



®fje junior <&ixl aub Pop 17 

Parents' attitude toward child. Is it one of understanding and 

sympathy as well as love? 

Are they ambitious for the child? 

Is the home a real home? 

Does the child like to be there? 

Reading matter in the home 

The fine qualities of the child's character known to the parents .... 

The weakness of character as seen by the parents 

The chief pleasures of the family 

The instruction received in the home in regard to the right care 

of the body 

The day school attended 

The school grade 

The studies in which pupil excels 

The strength or weakness of the child as seen by the school- 
teacher 

Where does the child play when playing out of doors? 

What are his favorite games? 

What are his favorite books?... 

Where does he see moving pictures? 

It will take time to gather such detailed information 
in regard to each child, but the book will be invaluable 
to the teacher who really seeks to know and to help the 
junior children. 

5. Seek daily the guidance of the Holy Spirit for he 
alone does the wonderful work of leading the children 
to know and serve Jesus Christ. 



CHAPTER II 

g>tanbarb for a junior department 

" The need of the pupil is the law of the school" 

The following standard was adopted by the Inter- 
denominational Council in January, 1916, and by the 
International Sunday School Association in February, 
1916. It is to be used to test the value of the work 
being done in the Junior Departments already organ- 
ized, and to suggest proper aims of work and means of 
work to those who are preparing for organization. 

Please note carefully that the standard places the 
child in the center of our thought. He is asked to 
become what it is natural for him to be as a follower of 
Jesus Christ. He is to be asked to do what is within 
his power to do. He is to be asked to learn what will 
benefit him most at his age, and prove to be a founda- 
tion for future religious education. 

Note also that the aims of the teacher are stated in 
terms which have spiritual and not mechanical value; 
arid that all our organization, equipment, lessons, and 
training are useful only as they prove a means to realiz- 
ing the teacher's aims, and to aiding the child to be- 
come a true follower of Christ. 

The standard for a Junior Department is that which it is pos- 
sible for a pupil to become during the years 9, 10, 11, and 12. 
What the pupil becomes manifests itself in conduct. 

18 



g>tanbarb for a SFumor department 19 

Conduct 

I. The conduct of a junior pupil may manifest: 

1. Love and loyalty to God the Creator and Father, and 

to Jesus Christ as daily Companion, Guide, and King. 

2. Acceptance and public confession of Jesus Christ as his 

Saviour. 

3. Reverence, love, praise, and thanksgiving through wor- 

ship. 

4. Right choices and decisions in increasing numbers. 

5. Acts in accord with ideals of moral heroism. 

6. Habits of church attendance, daily Bible study, daily 

prayer, and systematic, intelligent giving. 

7. Growth in a life of service to others. 

8. An unselfish and cooperative spirit in social relations. 
Aims 

II. To realize these ends in conduct, the pupil must have : 

1. Knowledge of God in his creative and sustaining power, 

and of Jesus Christ in his power and majesty. 

2. Personal knowledge of Jesus Christ as his Saviour. 

3. Experience and training in worship. 

4. Such acquaintance with the lives of heroes of the faith 

as will make him feel the attractiveness and value of 
right behavior. 

5. Knowledge of Bible content and related facts of geog- 

raphy and history. 

6. An understanding of what is meant by a Christian life 

for a junior child. 

7. Opportunities for service. 

8. Ample opportunity for social contact under guidance. 
Means 

III. As means for realizing these ends, provisions should be 

made for: 
1. Religious instruction and religious experiences suited 
to this stage of moral and spiritual development, se- 
cured through: 

(a) The use of Junior Graded Lessons. 

(b) Graded Junior Supplemental Lessons, when Uni- 
form Lessons are used. (Some denominations 
recognize only Graded Lessons.) 

(c) Special studies in the Life of Christ in the last year 
of the junior period. 

(d) A combination of the story, recitation, and question 
methods in teaching, with use of Bible by pupils, 
and suitable handwork. 



20 tEfje Hftmtor*: ^ to to {Eead) anb tKram ©fjem 

(e) The use of pictures, blackboards, maps, and other 
illustrative material. 

(f) The memorization of Scripture and church hymns 
related to the lesson text. 

(g) Frequent competitive map, memory, and Bible 
drills between classes. 

(h) Graded correlated missionary instruction, 
(i) Graded correlated temperance instruction. 

2. Worship which expresses feelings and aspirations pos- 

sible to a junior child, secured through: 

(a) Appropriate service of worship. 

(b) Reverent atmosphere and proper environment. 

(c) The superintendent's spirit and manner and the 
teacher's reverent participation in the service. 

3. An environment which inspires natural, reverent wor- 

ship, and is conducive to orderly study and work, se- 
cured through: 

(a) A separate room (curtained or screened place, where 
room is not available), light and well- ventilated. 

(b) Separated classes during lesson period (partitions, 
curtains, or screens). 

(c) Attractive decorations and arrangement. 

(d) Comfortable chairs and class tables. 

(e) Adequate materials for teachers and pupils. 

(f ) A separate program for entire session, where a room 
is available. 

4. Stimulation through incentives and rewards, in order 

that right actions may become habitual, secured by: 

(a) Credits given for (1) regularity, (2) punctuality, (3) 
systematic giving, (4) daily Bible reading and study, 
(5) memory work, (6) neatness and. completeness in 
handwork, (7) church attendance. 

(b) Departmental Honor Roll. 

(c) Class banner. 

(d) Department motto, such as "Be Ye Doers of the 
Word.'' 

(e) Teacher's example and helpfulness. 

(f) Exhibit of pupil's work. 

5. Opportunities for self-expression in conduct, individual 

and social, secured through: 

(a) Worship in hymn, prayer, and Scripture. 

(b) Participation in class or department drills. 

(c) Doing required handwork. 

(d) Giving to the local church, missions, and benevo- 
lences. 



g>tanbarb for a Sftmior Bepartment 21 

(e) Departmental and individual acts of service. 

(f) Signing the temperance and anticigarette pledge. 

(g) Frequent social gatherings. 

(h) Entering into Church membership. 

6. Teachers qualified by nature, religious experience, and 

training, that is, teachers who 

(a) Possess a sympathetic understanding of the ex- 
periences, interests, needs, and possibilities of junior 
boys and girls. 

(b) Meet the need of these pupils for Christian adult 
companionship in everyday life. 

(c) Live, worship, and work in harmony with all that is 
desired for the pupils. 

(d) Are graduates or students in a Training Course, a 
Community Training School, or a School of Prin- 
ciple and Methods. 

(e) Are continuing their specialized training in a Graded 
Union or by the reading of one specialization book 
a year. 

7. Pupils of nine, ten, eleven, and twelve years of age 

grouped into classes or a department, according to 
age, sex, interest, and ability. 

(a) In a small school, a class of boys and a class of girls, 
separated from other classes. 

(b) In a larger school, a Junior Department, with a 
superintendent, officers, class teachers, and classes 
comprising not more than eight pupils. 

(c) Class groups: 

1. Pupils approximately nine years of age in first- 

year grade or class. 

2. Pupils approximately ten years of age in second- 

year grade or class. 

3. Pupils approximately eleven years of age in 

third-year class or grade. 

4. Pupils approximately twelve years of age in 

fourth-year class or grade. 

(d) Promotion of pupils from grade to grade within the 
department; graduation from the fourth grade into 
the Intermediate Department, with recognition on 
the annual promotion day. 



CHAPTER III 

<^rgani?attou 

" The need of the pupil is the law of the school 11 
I. Department 

In order to develop the religious life of these girls 
and boys, it will be necessary to find some way of group- 
ing them together so that teachers who are especially 
fitted for instructing pupils from nine to twelve years of 
age, inclusive, may have the opportunity of touching 
the lives of all, and not merely some of them. 

Preparation for the formation of this group should be 
made at a meeting of the officers and teachers of the 
school. The needs of the juniors should be presented 
to those who attend and plans for grouping the children 
should be carefully discussed. A complete enrollment 
of the pupils must be made, and a statement prepared 
showing the age, day-school grade, and general Biblical 
knowledge of each pupil. The children should be 
grouped, or graded, chiefly according to age, but with 
a recognition of the day-school grade and the extent 
of Biblical knowledge. As a rule, no pupil who cannot 
read and write reasonably well should be in this par- 
ticular group, although exceptions are made in the cases 
of pupils who are overgrown physically but are men- 
tally backward. After a careful examination of the 
statement, all the children who meet the requirements 

22 



©rgamjation 23 



of age, day-school grade, and Biblical knowledge, 
should become members of the department group known 
as the Junior Department. It should be understood 
by all that the years from nine to twelve are junior 
years and that promotion will not be made until the 
pupil has reached or is nearing the thirteenth birthday. 
The further organization of the group will depend upon 
the number of pupils enrolled and the number of avail- 
able teachers. If the number of pupils is fifty or over, 
there will no doubt be opportunity for eight classes, 
one of boys and one of girls for each of the four grades 
in the department. If it should prove to be impossible 
to secure eight teachers, then four teachers could take 
care of four classes: one of boys approximately nine 
and ten years of age; one of boys eleven and twelve 
years of age; one of girls nine and ten years of age; 
and one of girls eleven and twelve years of age. If 
the number of pupils is very small, say ten or twelve, 
and the teachers few, then at least two classes should 
be formed, one of boys from nine to twelve years and 
one of girls of the same ages. Two teachers could 
teach these two classes. 

Please note that boys and girls are grouped sepa- 
rately. This arrangement is made because their in- 
terests diverge materially and better work is done with 
such separate grouping. 

The number of pupils in a class should not be over 
eight and sometimes it seems better to have six. New 
pupils should be assigned to their proper classes by an 
officer of the department or by the teacher in charge of 



24 Wqz STuntora: Jloto to tEearf) anii tCratn {Kfjem 

classification. In some Junior Departments there is an 
ungraded class in which new pupils meet for several 
Sundays to be prepared for entering their proper grades. 
The pupils should stay in the classes to which they are 
assigned until the regular promotion time, when they 
pass on to the next grade. The promotion should be 
based partly upon age and partly upon attainments. 
Teachers should not be promoted with their classes. 

The number of officers and teachers necessary to do the 
work outlined for the Junior Department will depend 
upon the number of pupils, the place of meeting, and 
the type of program used. In a department of forty 
or fifty pupils, meeting in a separate room, with a 
separate program, there should be a superintendent, an 
assistant superintendent, a secretary-treasurer, a li- 
brarian, a pianist, eight teachers, and eight substitute 
teachers. A very large department will require a larger 
corps of officers and teachers. Among the additional 
officers there might be a superintendent of missionary 
instruction, a superintendent of temperance instruc- 
tion, a visitation superintendent, a classification super- 
intendent, a supervisor of handwork and home work, 
and a social superintendent. In a small school where 
there are from twelve to twenty pupils, meeting in a 
corner separated from the main room by screens, and 
uniting with the main school during the opening and 
closing services, the number of officers and teachers 
would be much smaller. Nevertheless, some one should 
have charge of this especial work and be praying and 
planning for it each week. Suppose there were four 



©rgamjatum 25 



classes, one of nine- and ten-year-old boys, another of 
girls of those ages, another of boys of eleven and twelve, 
and a fourth of girls of eleven and twelve. If the num- 
ber of available workers is small, one teacher could act 
as superintendent, another as assistant superintendent, 
a third as secretary-treasurer, and the fourth as home- 
work superintendent. 

Provision must be made for substitute teachers. 
The organized adult and secondary division classes 
should furnish such substitutes. 

The duties of the superintendent are: to see that the 
department is properly organized and equipped; to 
plan for the right kind of program; to plan a way to 
secure home cooperation; to arrange and hold monthly 
meetings of the pupils and teachers; to attend meetings 
and read books which will develop her for larger service 
in this department; and, above all else, to live a Christ- 
like life. 

The duties of the assistant superintendent are: to do 
the work of the superintendent during any time of 
absence; to assist the superintendent in every possible 
way. This assistance may be rendered by: (1) classi- 
fying new pupils; (2) welcoming and seating visitors; 
(3) finding substitute teachers; (4) teaching the new 
songs, or taking charge of the special missionary and 
temperance programs. 

The duties of the secretary-treasurer are: to keep an 
accurate enrollment of the department, noting the 
name, address, and date of birth of each pupil; to keep 
a correct record of the attendance and the offerings of 



26 W$t STumor*: J|oto to Ceacf) anb ®ram tKfjem 

each pupil and report the same to the secretary and 
treasurer of the school; to see that each class is fur- 
nished with all the equipment necessary for the day's 
work; to take charge of special missionary offerings 
and see that they go to the proper places; to send out 
notices of parents' or teachers' meetings and attend to 
any other necessary department correspondence. 

The duties of the "pianist include: cheerful obedience 
to all directions given by the superintendent; regular, 
punctual attendance; search for the best music for 
juniors, always to be submitted to and accepted or 
rejected by the superintendent. 

The duties of teachers are: to be at Sunday school on 
time, all the time; to set a good example of clean, fine, 
Christian living to those whom they teach; to prepare 
all lessons prayerfully and carefully; to be thoroughly 
acquainted with all their pupils; to pray for all their 
pupils individually; to secure home cooperation; to 
plan for knowing the pupils socially; to stay in the 
grade so that they may become specialists in that grade; 
to give loyal and sympathetic cooperation to the super- 
intendent; to take a training course and follow it by a 
special reading course for junior teachers. 

The Duties of Substitute Teachers. — Substitute teach- 
ers should be assigned to a certain grade and should be 
prepared to teach the lesson in that grade every Sun- 
day, though they may not often be called upon to leave 
the adult or secondary division classes where they 
ordinarily meet. Older boys and girls of eighteen and 
nineteen years of age make splendid teachers if they are 






©rganijation 27 



willing to train for such service. A substitute teacher 
should attend the monthly meetings of the junior work- 
ers; attend all social gatherings of the children in order 
to become better acquainted with them; attend the 
parents' meetings; read at least two books on the Junior 
Department; prepare every week the lesson taught in 
the grade in which he or she substitutes. In this way 
he or she will be familiar with the foundation for the 
work done on the days he or she substitutes. 



II. Class Organization 

The junior worker craves for the pupils the ability 
to govern themselves. Class organization for the ten-, 
eleven-, and twelve-year-old children, or in the second, 
third, and fourth year classes, has been found an effec- 
tive method of making them feel a certain very real 
responsibility for the behavior of the department and 
for the character of the work done by the classes. It 
also develops the right sort of class spirit. 
The officers of the classes organized are as follows: 
1. The president, whose duty is to preserve order, to 
urge the members of the class to do their best work, and 
to keep a record of the credits of the individual members 
and of the class as a whole. Credits are given for (1) 
regularity, (2) punctuality, (3) systematic giving, (4) 
daily Bible reading and study, (5) memory work, (6) 
neatness and completeness in handwork, (7) church at- 
tendance. 



28 %$t STtmior*: ^oto to ®eacf) anb tKram QWjem 

2. The secretary, whose duty it is to mark the at- 
tendance, to urge regularity and punctuality, and to 
assist the teacher in looking after the absentees. 

3. The treasurer, whose duty it is to keep a record of 
the offering of each pupil, to urge systematic giving, and 
to carry the offering to the superintendent at the time 
of the offering service. 

All three officers should be elected each quarter. 
In some schools the president is the pupil who has made 
the highest record during the past quarter. The su- 
perintendent and teachers should use these young 
officers whenever possible. It is also wise to let the 
department set its own standards and make its own rules 
(guided, of course, by the superintendent and other 
workers) for the members will then take delight in 
reaching the standard and obeying the rules. One 
thing must be remembered: It is very difficult to guard 
the work of these young officers without letting them 
know of the supervision, and yet this very thing must 
be done, for the children are too young and too un- 
trained to be left alone with the work. 

HI. The Parent-Teacher Association 

There are three important factors influencing the 
life of the junior pupil; the home, the day school, and 
the Sunday school. All three factors should be closely 
related. Because the same great principles underlie 
all education, whether secular or religious, it is not 
difficult to relate the day schools and the Sunday schools. 
Indeed, our leaders have already arranged a curriculum 



©rgamjation 29 



in harmony with the child's physical and intellectual 
development, and therefore in harmony with the curric- 
ulum of the day school. For this reason it is possible 
to relate the history, geography, music, and handwork 
of the two schools. Wise day- and Sunday-school 
teachers cooperate with one another and aid the pupil 
by establishing the same high standards of Christian 
living, thus showing him that in his daily life he must 
put into practice the lessons he learns at either school. 
It is far more difficult to relate the work of the home and 
the Sunday school; yet, because there can be no de- 
velopment of Christian character unless the truths 
taught by the church can be expressed in everyday life, 
the home must be related to the Sunday school, for in 
the home these truths receive or do not receive empha- 
sis, and the pupil is given or is not given an opportunity 
for self-expression. The habits of daily Bible reading 
and prayer, punctual, regular attendance upon Sunday 
school and church, systematic giving, doing the daily 
work outlined in the textbook, are all largely dependent 
upon the attitude of the home. How shall we bring the 
home and the Junior Department together? Organize 
a Parent-Teacher Association with president, vice presi- 
dent, secretary, and treasurer, and Membership, Social, 
Devotional, and Program committees. See page 101. 

IV. The Junior Teachers' Association 

If success is to crown the work of the Junior Depart- 
ment, it is absolutely necessary that there be sympa- 
thetic cooperation among the officers and teachers of 



30 W$t HTumors: Hoto to ®earf) anb Wmin Cljem 

the department. The truest cooperation cannot be 
secured unless the workers pray and plan together. 
For this reason there should be a Junior Teachers' 
Association. The superintendent of the department 
becomes the president of this association, the assistant 
superintendent the vice president, the secretary of the 
department the secretary of the association. See page 
104. 




I 
•a 





3 






3 



c3 

s 

o 
o 



c3 



CD 

H 



CHAPTER IV 

equipment 

11 The need of the pupil is the law of the school" 
A Separate Apartment 

In Pittsburgh there is a church building in which is 
located an ideal apartment for the juniors. It is clean, 
attractive, well-lighted, and well-ventilated. There 
are separate classrooms which open into a general as- 
sembly room in which are held the opening and closing 
services. Only a few junior superintendents are so 
fortunate as to have such an apartment. Others must 
be and are grateful for single rooms wholly, or partially, 
separated from the main rooms. Still others must 
pursue their work, doing the best they can, while com- 
pelled to meet in the one room of the church building 
with no separate service of worship, and only separated 
by screens or curtains at the lesson time. The best 
work can be done only when there is complete separa- 
tion during the whole Sunday-school period. This is 
the way to provide the instruction the juniors really 
need, and the training which should be given them 
through a properly planned, worshipful program. If 
the juniors meet with the main school, they are forced 
to join in a program which has been planned to meet the 
needs of adults, and which does not offer an oppor- 
tunity for the teacher to cultivate, or for the child to 

31 



32 W$t Hftmtors: %oto to tEeari) anb ®ratn ®}jem 

express a child's feelings, love, reverence, gratitude, 
praise, and thanksgiving. If, perchance, the juniors 
meet with the primary children, the loss and harm to 
character-building are still greater. The program, prop- 
erly planned to meet the needs of children of six, seven, 
and eight years of age, falls far short of helping the 
junior whose interests and experiences are so widely 
different. Under such conditions the juniors are apt 
to become restless, inattentive, disorderly, and irrever- 
ent. Their active brains and bodies have too little to 
do, hence the harmful result. When the juniors have a 
separate room, programs can be arranged which will 
cultivate the religious feelings of love, reverence, thanks- 
giving, and praise; which will afford opportunity to 
use the passages of Scripture and the hymns that have 
been memorized; which will tend to fix habits of daily 
prayer, Bible reading, pure thinking, clean living, and 
service to others. It is imperative therefore that the 
juniors have a separate room. (In some Sunday schools 
the Organized Bible Classes of men and women are 
providing the funds for building such rooms for the 
juniors in churches where there are no available sepa- 
rate rooms.) 

Separation by Curtains or Screens 

This is necessary in the one-room building. Wires 
may be stretched or poles adjusted in order to use the 
curtains, or folding screens may be set around the pews 
which the juniors occupy. Such separation serves to 
prevent inattention, gives opportunity for the use of 



Equipment 



33 



maps, blackboard charts, and pictures, and permits such 
expressional activities as Bible drills, class prayer, wor- 



BEGINNERS ,' 



vV" 



^ 



^ 



,<£ 



PULPIT 



\ PRIMARY 



** 



4? 



_tf 



3r 



<• 



-£ 



N> 



V 



Suggested Arrangement of Departments in a One Room Church 

Building 

shipful giving, and story-retelling. Do your best in 
such a corner, but work and pray and plan for a sepa- 
3 



34 tEije % unions: Hoto to tKeacl) anb SPrain tEfjent 

rate room. Emphasis must be laid upon the necessity 
for keeping the room or corner clean, neat, and as beauti- 



JUNIOR 



£* 



PULPIT 




$F 



^> 



& 



4? 



2P 






BEGINNERS 




<$Y PRIMARY 



SCREEN 



^ 



sV 



#- 



^ 



Suggested Arrangement of Departments in a One Room Church 

Building 

ful as possible if an atmosphere of order is to be main- 
tained, and if the pupil is to learn to love God's house 



36 Wi)t 3Tumor*: j|oto to ®eacf) anb tEram {Kjem 

and to desire to be there regularly. (When there is 
only one room separated from the main room, it should 
be given to the beginners and primary children. Under 
such circumstances the juniors should meet with the 
main school.) 

Furnishing the Room 

The floor and wall coverings should be harmonious 
in color and should be in keeping with the color of the 
woodwork. Cork matting has been found very good 
because it deadens the sounds of moving tables, chairs, 
or feet. Walls covered with unfigured, dull-green, 
brown, or ecru-colored paper make a good background 
for a few good pictures. Such pictures as the following 
are suitable because of the ideals presented: 

Christ Among the Doctors Hofmann. 

The Angelus Millet. 

The Last Supper Da Vinci. 

The Sistine Madonna* Raphael. 

Christ and the Rich Young Ruler Hofmann. 

Sir Galahad Watts. 

Daniel in the Lions' Den Riviere. 

Moses with the Tables of the Law Raphael 

There should be hooks on one or more sides of the 
room for wraps and hats in order that the children may 
be comfortable. A musical instrument is necessary in 
order to have a service of worship that will be truly 
helpful to juniors. The classes, of six or eight pupils 
each, should have tables and chairs of the proper height. 
The six- or eight-sided tables twenty-six to twenty-eight 
inches high are much liked, inasmuch as they afford indi- 
vidual spaces for the pupils. If these tables have small 



Equipment 37 



drawers for each side then each pupil may have a place 
for his or her own personal equipment. The chairs 
should be about sixteen inches high, made so that the 
back of the child may touch the back of the chair and 
the feet rest upon the floor. It is desirable that the 
superintendent should have a table and a cabinet or 
closet for the department supplies. A cabinet can be 
made by some of the men or older boys of the Sunday 
school, or may be purchased in sections as the supplies 
demand. A wall missionary map of the world, a wall 
temperance pledge, your country's flag, the Christian 
flag, the temperance flag, a department honor roll, 
pictures of missionary, temperance, and patriotic heroes 
and heroines (David Livingstone, John G. Paton, John 
Elliot, Frances Willard, George Washington, Sir Wilfred 
Laurier, Dr. Egerton R. Young, Mrs. Letitia Yeomans, 
Queen Victoria, Abraham Lincoln), missionary and tem- 
perance bulletin boards, offering baskets, a birthday 
bank, plants and flowers, a department pennant (junior), 
and a department motto ("Be Ye Doers of the Word") : 
all these aid in the great work of character-building 
which goes on in a Junior Department. A blackboard 
will be found useful for map work, drills, announce- 
ments, and so forth. A sand table is useful in studying 
the geography of the Holy Land. Place it in the corner 
of the room and let the classes take turns in using it. 
(Some Sunday schools have the sand table in a small 
separate room known as the Geography Room. Classes 
in the Junior and Intermediate departments take turns 
about once a quarter in having a geography lesson in 



38 W$t STumor*: ^ofo to ®earf) anb ®ram Qftjem 

this room.) Other desirable things are stereographs 
and pictures showing places in the Holy Land, mission- 
ary curios, and miniature models of oriental houses, 
the Temple, the ark, a shepherd's tent, and so forth. 



Class Equipment 

Each class should have a box in which are kept the 
class record book, the offering envelope, the paper, 
pencils, and crayons needed for any handwork done in 
the class. 

The Pupil's Equipment 

Each junior must own (1) a Bible, that he may learn 
to handle it readily, become attached to it, and form the 
habit of using it daily (the parents should provide this 
book but if they cannot, or will not, then the church 
must make provision for the pupil. The type should 
be large enough for the child to read easily) ; (2) a work 
and study book and material for handwork; (3) a hymn 
book. 

The Teacher's Equipment 

(1) A teacher's Bible with concordance. 

(2) A complete set of Junior Graded Lesson textbooks 
for the grade which is being taught; also a set of the 
PupiPs Work and Study Books for the same grade. 

(3) A notebook for keeping a record of the required 
memory work of the grade which is being taught. 

(4) A special collection of pictures made gradually by 
cuttings from magazines, papers, and by purchases 



(Equipment 39 



from such picture companies as the Perry Pictures 
Co., and the W. A. Wilde Co. 

(5) Maps which show locations of places mentioned 
in the lessons used in the grade being taught; e. g., a 
map which shows Palestine at the time of Abraham, 
Isaac, Jacob; a map of Palestine at the time of Jesus; 
a map showing PauPs missionary journeys. The Kent- 
Madsen maps on a standard are fine for class use. 

(6) A small teacher's library for personal use. The 
following books might be purchased: 

The Unfolding Life — Lamoreaux. 

The Junior Worker and His Work — Robinson. 

One Volume Commentary — Dummelow. 

One Volume Dictionary — Hastings. 

The Introduction of Graded Lessons — Junior Manual — 

Josephine Baldwin. 
The Child for Christ— McKinney. 
Stories and Story Telling — St. John. 
The Graded Sunday School in Principle and Practice — Meyer. 

(7) A blank book in which to note special information 
in regard to each child. (See page 16 in chapter I.) 

The Junior Pupil's Library 

One of the most important things to be considered in 
the plans made for the development of Christian char- 
acter and for the training of the young in Christian 
service is the reading matter which is furnished them. 
If the reading matter is adapted to the interest and 
understanding of the young readers and is of high and 
noble quality, new ideals of life and service will be re- 
ceived from the printed page. The young hero wor- 
shipers who read will be inspired to be brave, self-reliant, 



40 Wht HTumor*: ©oto to ^eacfj anb tKrain ®l)em 

manly or womanly, in imitation of the heroes and hero- 
ines of the stories read. The boys and girls all longing 
to do something, will go forth to make their lives count 
for something in the church, home, school, and nation 
in which they live. 

New knowledge of peoples and lands will be gained; 
new friendships will be made with the great and good; 
true conceptions of what is right and what is wrong will 
be formed; desires to serve others will be aroused; 
love of home and church and country will be developed. 
Indeed, so great is the influence of reading upon char- 
acter that it is truly necessary for the church to supply 
good reading matter if it hopes to do its part in nur- 
turing the young. In recognition of this great truth, 
the church and Sunday school should supply the Junior 
Department with a library of at least fifty books, more 
if possible. Teachers should read "The Children's 
Readings/ ' Alcott, and " Fingerposts to Children's 
Reading/' Field. 

Lists of good books for children to read may be secured 
from the following sources: 

The Free Public Library, Newark, N. J. (five cents). 

American Library Association Publishing Board, 1 Washing- 
ton Street, Chicago. (Title: Five Hundred and Fifty Children's 
Books.) 

The New York Public Library, New York (ten cents). (Title: 
Heroism, A Reading List for Boys and Girls.) 

The Cleveland Public Library, Cleveland, Ohio. 

The Missionary Education Movement, 156 Fifth Ave., New 
York. 

The following books may well be placed in a Junior 
Pupils' Library: 



equipment 41 



Joel, A Boy of Galilee — Johnson. 

Peeps at Many Lands — Kelly. 

The Battle of the Bears— Young. 

Fifty Famous Stories Retold — Baldwin. 

Thirty More Famous Stories Pcetold — Baldwin. 

Story of Roland — Baldwin. 

Story of Siegfried — Baldwin. 

In the Days of Giants — Brown. 

Little Lame Prince — Craig. 

L^ncle Remus — Harris. 

Wonder Book — Hawthorne. 

Tanglewood Tales — Hawthorne. 

Russian Grandmother's Wonder Tales — Houghton. 

Water Babies — Kingsley. 

Legends of the Red Children — Prate. 

Some Merry Adventures of Robin Hood — Pyle. 

Story of King Arthur and His Knights — Pyle. 

King of the Golden River — Ruskin. 

Forest Runners — Altsheler. 

Young Trailers — Altsheler. 

Uncle Sam's Secrets — Austin. 

For the Honor of the School — Barbour. 

Dan Beard's Animal Book — Beard. 

Master of the Strong Hearts — Brooks. 

Kidnapped Campers — Canfield. 

Last of the Mohicans — Cooper. 

Pioneers — Cooper. 

Man Without a Country — Hale. 

Campmates — Munroe. 

Flamingo Feather — Munroe. 

Treasure Island — Stevenson. 

Swiss Family Robinson — Wyss. 

Lisbeth Longfrock — Aaurud. 

Juan and Juniata — Barnum. 

Master Skylark — Bennett, 

From Sioux to Susan — Daulton. 

Donald and Dorothy — Dodge. 

Hans Brinker — Dodge. 

From Six to Sixteen — Ewing. 

Nelly's Silver Mine — Jackson. 

Bettie Leicester — Jewett, 

Castle Blair — Lugard. 

Florence Night ingale — Richards. 

Quicksilver Sue — Richards. 

Heidi — Spyri. 



42 Wfyt HTuutor*: ^oto to tEeacf) anb ®ram Qtfjem 

Little Grey House — McClure. 

When Patty Went to College— Webster. 

Rebecca of Sunnybrook Farm — Wiggin. 

Pollyanna — Porter. 

The Poor Little Rich Girl— Gates. 

Flint Heart— Phillpotts. 

Honey Bee — Anatole France. 

Sherwood — Noy es . 

The Quest of the Four-Leaved Clover — Labanlaye. 

David, the Hero — Robinson. 

The Other Wise Man— Van Dyke. 

Real Stories from Our History — Faris. 

The Broadening Path — Forbush. 

The King and His Wonderful Castle — Brown. 

A Song of Life — Morley. 

The Romance of the English Bible — Faris. 

Fascinating missionary books for boys and girls in- 
clude 

Fairy Tales from Far Off Japan — Ballard. 
How a Little Girl Went to Africa — Bicknell. 
Adventures with Four-Footed Folk — Brain. 
All About Japan — Brain. 
Around the World, Book 3-4-5 — Carroll. 
Home and World Series — Chamberlain. 

How We Are Fed. 

How We Are Sheltered. 

How We Are Clothed. 

How We Travel. 
The Continents and Their People — Chamberlain. 

Africa. 

Asia. 

Europe. 

North America. 

South America. 
The Story of Sonny Sahib — Cotes. 
Under the Greek Skies — Dragoumis. 

(Other volumes deal with child life in Europe known as Little 
Schoolmate Series.) 

Children of Labrador — D wight. 

(Ten other volumes in this series known as Children's Mis- 
sionary Series.) 

Uganda's White Man of Work — Fahs. 



(Equipment 43 



Winning the Oregon Country — Faris. 
The Alaskan Pathfinder — Faris. 
Peeps at Many Lands — India — Finnemore. 
(More than fifty other volumes known as Peeps at Many Lands 
Series.) 

The Unmannerly Tiger and Other Korean Tales — Griffis. 
Children at Play in Many Lands — Hall. 
The Chinese Boy and Girl — Headland. 

Missionary Explorers Among the American Indians — Hum- 
phreys. 

The Boy's Catlin — Humphreys. 
Wigwam Stories — Judd. 
Black Bearded Barbarian — Keith. 
Romance of Missionary Heroism — Lambert. 
The Children's Hero Series — Lang. 

The Story of Patteson — Elma K. Paget. 

Livingstone — Vautier Golding. 

Stanley — Vautier Golding. 

Chalmers — Janet H. Kelman. 
Manuel in Mexico — McDonald. 

(Many other volumes in this series known as Little People 
Everywhere Series.) 

Livingstone, the Pathfinder — Matthews. 
The Dragon and the Cross — Paine. 
Chinese Fairy Stories — Pitman. 
When I Was a Boy in Japan — Sakae. 
When I Was a Boy in China — Lee. 

(Other books in this series include Life in Greece, Italy, and 
Palestine.) 

Topsy-Turvy Land — Zwemer. 

Zigzag Journeys in the Camel Country — Zwemer. 



The Junior Workers' Library. — The management of 
a Junior Department requires that those who attempt 
the work shall know the Bible they teach, the children 
they teach, the work of the Sunday school in which 
they teach, and the work of teaching itself. The fol- 
lowing books should be found on the shelves of the Junior 
Workers' Library. 



44 Gtfje Hfttmors: 3|oto to ®eacf) anb Cram tKfjem 

The Bible 

A Dictionary of the Bible (one volume) — Davis. 

A One Volume Commentary — Dummelow. 

The Story of Jesus Christ — Phelps. 

Bible Miniatures — Wells. 

The Romance of the English Bible — Faris. 

The Holy Land 

Out-of -Doors in the Holy Land — Van Dyke. 

The Historical Geography of the Holy Land — Smith. 

PSYCHOT OCY 

The Child as God's Child— Rishel. 

The Child for Christ— McKinney. 

Talks of Psychology and Life's Ideals — James. 

The Unfolding of Personality — Mark. 

Child Study 
The Unfolding Life — Lamoreaux. 
Fundamentals of Child Study — Kirkpatrick. 
Child Nature and Child Nurture — St. John. 
The Natural Way of Moral Training — Du Bois. 
Some Silent Teachers — Harrison. 

Lesson Teaching 

Talks with the Training Class — Slattery. 

Stories and Story Telling — St. John. 

The Point of Contact in Teaching — Du Bois. 

Seven Laws of Teaching — Gregory. 

The Pupil and the Teacher — Weigle. 

Handwork in the Sunday School — Littlefield. 

Miscellaneous 

Graded Social Service — Hut chins. 

The King and His Wonderful Castle — Brown. 

The Graded Sunday School in Principle and Practice — Meyer. 

Nature Study and Life — Hodge. 

The Renewal of Life— Morley. 

The Junior Worker and His Work — Robinson. 

Hymns of Worship and Service. 

Alleluia. 

Junior Hymns and Carols — Ley da. 

Games (Suggestions for the play life of the children) — Ban- 
croft. 

The Introduction of Graded Lessons — Junior Manual — 
Josephine Baldwin. 



CHAPTER V 

Gtfje Sumor program 

" The need of the pupil is the law of the school" 

It is impossible to measure the value to character- 
building of a carefully prepared, properly adapted, and 
reverently conducted program. Such a program will 
arouse and cultivate the religious feelings of love, praise, 
loyalty, gratitude, good will, and reverence; it will also 
afford an opportunity of expressing such feelings in 
song, responsive Scripture reading, giving, prayer, 
careful attention, cheerful obedience, and in thoughtful 
service to others. Such a program will encourage and 
fix the habits of daily Bible reading and prayer, sys- 
tematic giving, and church attendance. Such a pro- 
gram will develop love and loyalty to God, to his house, 
to his day, and to his Book. 

If the program is to make such a genuine contribu- 
tion to character-building, there are certain elements 
which should appear in the order of service every Sun- 
day. These are worship, fellowship, instruction, ser- 
vice to others, and business; and all these elements 
should be welded together in such a careful way as to 
result in a service which is both worshipful and joyous. 
It must be remembered, however, that no matter how 
worshipful and joyous the program itself may be, it 
will fail to impress the pupils in this way unless the 

45 



46 W$t 3mtior£: %oto to tEeacf) anb tKratn ®bem 

officers and teachers take part in the service with rev- 
erent spirit and show that they join in the song, the 
prayer, the responsive Scripture reading, the giving, 
and the lesson teaching, because they truly love the 
Lord. The program should be carefully planned and 
arranged by the superintendent, and written copies 
furnished for the assistant superintendent and the 
pianist. The length of time given each period will 
depend upon the time allotted for the whole service. 
Each period should receive its proper proportion of 
time. In this way the program may be well balanced. 

Great care must be taken in conducting the program. 
The following suggestions may be helpful: 

Provide for the time before the opening of the session. 
A program can easily lose its power and its charm be- 
cause of the undirected activities of children who arrive 
very early or because of those late comers who disturb 
the service by their arrival after it has opened. The 
first class needs to be kept busy or their active minds 
and bodies soon stray into paths of mischief. The 
second class needs to be furnished with an incentive 
for arriving on time, and when because of pure interest 
they do come punctually, they should be set to work at 
once. Thus it becomes part of every junior teacher's 
work to provide carefully for the time before the session. 
Every pupil should be actively employed all the time, 
although merely to employ him is not the sole aim of the 
plan. The work suggested should furnish material 
for his character-building; and the teacher should in- 
clude direct instruction for the purpose of creating cor- 



Wi)t 3ftmior program 47 

rect ideals for living, as well as training for the purpose 
of forming and fixing good habits. The junior years 
belong to one of the principal habit-forming periods of 
life, and any teacher who will avail himself or herself of 
the time " before the session " will find opportunity for 
helping the children form habits of punctuality, in- 
dustry, and reverence for God's day and God's house. 
The teacher who fails in this provision will assist in the 
formation of habits of tardiness, idleness, and irrever- 
ence. Hence the following suggestions for the use of 
the time before the session are given: 

For Teachers of Graded Lessons. 

(a) Have a memory drill on the correlated work. 

(b) Plan for rroishrng any incomplete pages in the work and 
study books. 

(c) Provide for doing some of the suggested extra honor work. 

For Teachers of the Uniform Lessons. 

(a) Have a memory drill on the graded supplemental lessons. 

(b) Plan for map-drawing, using the maps in the Bible or in the 
Quarterly for copies. Let the maps include Palestine and 
Egypt of Old Testament times and the Palestine of New 
Testament times. 

(c) Read to the class short stories from the lives of some of the 
world's greatest missionary heroes. 

For All Junior Teachers. 

(a) Read to the class (one or two chapters each Sunday) such 
books as "The King and His Wonderful Castle/' by 
Brown; "Good Health" and " Control of Body and 
Mind," of the Gulick Series; " A Song of Life," by Morley. 
Use these books for the purpose of securing intelligent 
pledge signers. 

(b) Read to the class stories from Everyland, a missionary 
magazine of thrilling interest to boys and girls; from such 
books as "Topsy-Turvy Land," by Zwemer; " Twelve 
Little Pilgrims Who Stayed at Home," by Scott; "Old 
Country Heroes," by Mason. Use these books for intensi- 
fying missionary enthusiasm and directing the children's 
thoughts to the recruits needed for the field. 



48 TOje Sunior*: Sjoto to ®ead) anb {Cram Qftjem 

(c) Let the class prepare picture post cards which they have re- 
ceived to be sent to the home and foreign missionaries for 
the purpose of delighting the children in those places. 
(Write to Rev. Samuel D. Price, Secretary of the Depart- 
ment for Utilizing Surplus Material of the International 
Sunday School Association, Metropolitan Building, New- 
York City. He will tell you how to send this material 
to the missionaries.) 

(d) Let the class make a Scriptural scrapbook to send to one of 
the children's hospitals or to an orphans' home. Verses 
of Scripture (capable of being illustrated) are chosen by the 
teacher and written or printed in the center of the page. 
The members of the class then illustrate the verses by 
pasting pictures above and below the verses. 

(e) Let the members of the class find and mark with small 
strips of paper any Bible references the teacher expects to 
use in teaching the lessons. 

Plan to have the late comers remain outside the 
junior room during the service of worship, or decide 
upon certain intervals during the service at which they 
may enter. 

Request all teachers and officers to obey the signals 
given and to cooperate fully throughout the entire ser- 
vice. 

A Separate Session 

The following Order of Service is suggested for the 
Junior Department which meets in its own separate 
apartment: 

I. Quiet Music. — To call attention to the fact that the service is 

beginning. 

II. Service of Worship. 

1. Invocation by superintendent. 

2. Opening hymn. 

3. Responsive Scripture reading (from memory). 

4. Prayer (repeated sentence prayer). 

5. Hymn. 



®ije Shmtor program 49 

III. Fellowship Service. 

1. Welcome to new pupils and visitors. 

2. Prayer for absentees. 

3. Birthday greetings. 

4. Departmental expressional activities. 

IV. Bible Drill. 

V. Business. 

1. Attendance marked. 

2. Offering made ready. 

3. Individual and class credits given for regularity, 

punctuality, daily Bible reading and study, system- 
atic giving, memory work, handwork, church attend- 
ance. Individuals receive credits for each of these 
items; the class receives credit only when every indi- 
vidual in the class has performed one or more of 
these duties. 

4. Church attendance noted. 

5. Class credits announced. 

VI. Offering Service. 

1. Offering brought to the front 

2. Bible giving verses. 

3. Offering prayer or song. 

VII. Special Service. 

This may be of a missionary, or temperance, or patriotic 
character; or it may be a recognition of Christmas, 
Easter, Children's Day, or Thanksgiving. 

VIII. The Chief Instruction Period. 

1. The correlated lesson. 

2. The lesson for the day. 

IX. The Closing Service. 

1. Song. 

2. Prayer. 

X. Dismissal. 

1. Quiet music. 

2. Distribution of papers and library books. 

3. Notices or announcements. 

4. Wraps and hats put on. 

Comments on the Program. — 

(Note that every period has a contribution to make to char- 
acter-building.) 

4 



50 ®&e SFutuor*: 5ioto to QCead) anb tKrain tE&em 

I. The Quiet Music. — This music should be used for 
the purpose of creating a reverent atmosphere, and for 
training the pupils to respond to a gentle, instead of a 
loud, clanging signal for opening the session. It should 
consist of beautiful, dignified, churchly music which 
will appeal to the mind and soul as well as to the physi- 
cal nature of the child. Such hymns as Come Thou Al- 
mighty King; Nearer, My God, to Thee; Jesus, Saviour, 
Pilot Me; Guide Me, O Thou Great Jehovah, are good 
examples of the kind of music which should be used 
in preparing the department for the service of worship. 
It is also well to use such great selections as HandePs 
" Largo/' which will not only create reverent atmos- 
phere, but develop a love for the best music. At the 
beginning of this music, all officers, teachers, and pu- 
pils should drop whatever they are doing and prepare 
for the service of worship. 

II. The Service of Worship. — All junior workers 
should understand that the devotional service appears 
in the program for the purpose of awakening and culti- 
vating in the children the religious feelings of love, 
gratitude, praise, penitence, reverence, and loyalty. 
The service should lead the pupils to commune with 
God in fellowship with one another. Suitable themes, 
such as God is Love, Thanksgiving to God, Serving 
God, Following Christ, Giving to God, The Risen 
Lord, Christian Soldiers, God's Care, God's Loving- 
Kindness, The Birth of Jesus, Our Native Land, may 
be used to guide the selection of hymns, prayers, and 
Bible verses of which the service of worship consists. 



TOfje junior program 51 

The hymns, the prayers, and the Scripture readings 
must be adapted to the interests and experiences of 
juniors, and all the ideas suggested or presented should 
be true for the children, involving no mental reserva- 
tions. 

The songs and hymns sung and learned by the juniors 
should be selected with the utmost care, for they will 
not only express the present religious feelings of the 
children, but because of their memorization they will 
become permanent mental possessions which the Holy 
Spirit will use to inspire and feed their souls when they 
are ' older. Hymns of praise, thanksgiving, service, 
martial hymns, prayer hymns, hymns leading the child 
to think of God's love, care, companionship, guidance, 
all these are good. The sentiment must be expressed 
in good language and the words set to good, churchly 
music in order to be worthy to be sung in a Junior De- 
partment. The hymns should be memorized, for ten 
hymns memorized are worth a hundred in a book. 
Such hymns as When Morning Gilds the Skies; The 
Son of God Goes Forth to War; All Hail the Power of 
Jesus' Name; Fling Out the Banner; Love Divine, All 
Loves Excelling; Holy, Holy, Holy, Lord God Al- 
mighty; My Faith Looks Up to Thee, are types of 
hymns and songs which should be chosen for the use 
of the juniors. 

The Scripture passages should consist of portions 
which the juniors have memorized and should be chosen 
according to the theme of the program. Many of the 
Bible verses give beautiful and worshipful expressions 



52 W$t Stmior*: ^oto to tEead) anb ®ram ®bem 

to the children's natural feelings of love, adoration, and 
loyalty. 

The Prayer. — Careful attention should be given to 
this part of the service, for hundreds of junior children 
have learned to say the Lord's Prayer and heard many 
prayers, short and long, but they have not learned to 
pray. A subject for prayer should be chosen each 
week. It should be something of interest to the chil- 
dren. It may relate to the mission field, to a local 
temperance condition, to some matter affecting the 
church, or the children's homes, or their school, to the 
blessings, or sins, or needs of the children themselves. 
When the time for the prayer service comes, the super- 
intendent should state the subject and explain why it is 
desirable to speak to the heavenly Father about it, then 
ask the children to pray about it silently. A repeated 
sentence prayer should follow, the superintendent lead- 
ing and the children following phrase by phrase. In 
this way the children will learn how and about what to 
talk with God. 

III. The Fellowship Service. — The children should be 
encouraged to think of one another and led to share one 
another's joys and sorrows. New pupils and visitors 
should be made welcome, the absentees should be 
prayed for, sick members should be sent kindly greet- 
ings, and birthdays should be recognized by a greeting, 
a prayer, and a song. The birthday greeting used in 
many Junior Departments is found in Numbers 6 : 24- 
26. Birthday offerings may be made and used to pur- 
chase flowers for the sick, or gifts for the poor. 



TOfje 3Tuntor program 53 

Special departmental activities may be considered 
at this time. If there is a local or foreign need it should 
be stated to the children and they should be encouraged 
to say what they think ought to be and can be done. 
They should be led to pray for guidance in their de- 
cision and for blessing upon the chosen plan for render- 
ing assistance. Juniors may naturally engage in the 
following activities: Beautifying their own church or 
room; helping their own classmates; dressing dolls and 
making toys or scrapbooks for hospitals and orphan- 
ages; growing flowers for the flower mission; making 
and selling lemonade to aid the poor children to have a 
week in the country; denying themselves visits to the 
moving picture shows or purchases of candy or gum to 
give the money for home or foreign mission stations; 
gathering post cards for the non-Christian children; 
singing at the old people's home; caring for injured or 
neglected animals. 

IV. The Bible Drill— The Bible drill is used to help 
the children fix Bible facts and Scripture passages in 
their memories. There are several kinds of drills and 
they should all be used in order to vary the program. 
The drill should last about five minutes. There are 
number drills when all the answers are numbers; name 
drills when all the answers are names of persons; place 
drills when the answers are names of places; refer- 
ence drills when the answers consist of statements of 
the book, chapter, and verse in which a certain Scripture 
passage is found; Bible verse drills when the answers 
state the verse after a reference has been given; brief 



54 ®jje Sumorg: %oto to t&earfj anb Cram ®fjem 

story drills when the superintendent tells a story and 
the children are asked to supply names of persons 
and places. 

The number drills include such questions as, How 
many books are there in the New Testament? 

The name drills include such questions as, In what 
book are the Ten Commandments found? 

The place drills include such questions as, Where was 
Jesus born? 

The reference drills include such questions as, Repeat 
the words found in Psalm 100. 

The Bible verse drills include such questions as, 
Where can I find the verse, "God so loved the world, 
that he gave his only begotten Son"? 

V. Business. — In every department of the Sunday 
school there are some items of business which must be 
attended to during the time of the session, and there are 
others which can be attended to before or after the 
session. Only those which make some contribution to 
character-building should have any place in the session. 
The attendance should be reported in order to enable 
the teacher and the pupils to look after the absentees, 
not for the sake of saying so many were present; the 
amount of the offering of each pupil should be reported 
in order to encourage systematic giving, not to arouse 
the spirit of rivalry among classes, for the spirit in which 
a gift is made is of more value than its amount; and 
class credits should be announced in order to encourage 
the formation of right habits, such as the habit of church 
attendance. 



W$t Hftmtor program 55 

This work should be promptly done, especially in a 
department where the classes above the first year are 
organized. Under such circumstances the presidents 
and secretaries do the work (under the teachers' guid- 
ance) and make the report to the department; in the 
first year classes the teachers make the reports. 

VI. The Offering Service. — The offering should be 
received in such a way as to develop love of giving to 
God; to bring the thought of stewardship to the minds 
of the children; to lead them to recognize their obliga- 
tion to give. 

The offering may be brought to the front by the class 
treasurers, and while these pupils wait before the teach- 
ers, some familiar giving verses may be repeated, a 
giving song may be sung, and a prayer giving the 
money to God may be made. The following is ap- 
propriate: 

(a) Bible reasons for giving. 

Supt. — From whom do all our good gifts come? 

Response. — " Every good gift and every perfect gilt is 
from above, and cometh down from the Father.' ' 

Supt. — What is the best gift of all that God has given to us? 

Response. — "God so loved the world, that he gave his 
only begotten Son, that whosoever believeth on him 
should not perish, but have eternal life." 

Supt. — Since he has done all these things for us, what does 
he wish us to do? 

Response. — "Freely ye have received, freely give." 

Supt. — How can we give to God? 

Response. — "Inasmuch as ye did it unto one of these my 
brethren, even the least, ye did it unto me." 

Supt. — What has Jesus said about the happiness of giving? 

Response. — "Remember the words of the Lord Jesus, that 
he himself said, It is more blessed to give than to re- 
ceive." 



56 ®fje Stmiorg: SNto to ®earf) anb ®ram tEfjem 

(b) Offering Prayer, or Song. 

We give thee but thine own, 
Whatever the gift may be: 
All that we have is thine alone, 
A trust, O Lord, from thee. 

Oh, bless the gifts we bring, 
And let them useful be: 
Whate'er for thine we do, O Lord, 
We do it unto thee. Amen. 



VII. Special Services, — In the past many schools 
have arranged celebrations of special days which have 
not contributed to character-building. Instead of 
planning a recognition of the day which will emphasize 
its meaning through simple, beautiful, and reverent 
music, story, and Scripture, and result in larger joy, 
increased faith, and true self-forgetfulness on the part 
of the pupils, they arrange a program made up of flashy 
music and poor recitations which lead to the develop- 
ment of anything but a worshipful spirit. Often much 
of the session time for many weeks is taken to prepare 
for such a celebration, and the children having solos 
and recitations are drilled so unwisely that the work 
results in self-conceit and pride in those who take part 
and envy and discontent in the hearts of those who 
have not been so fortunate as to have a place on the 
program. It is best to have a brief but fine recognition 
of the day by the use of some great hymns, appropriate 
Scripture, a beautiful poem or story. One or two new 
songs may be learned, and there may be a song or a 
recitation by a girl or boy, but all should be prepared 
with the thought of emphasizing the meaning of the 



Wfyt junior program 57 

day and not the ability or the apparel of those who take 
part in the program. 

VIII. The Instruction Period. — This period should 
cover thirty or thirty-five minutes. It would be well if 
it could be broken and if a plan could be arranged 
whereby the correlated lesson could be given at one time 
and the regular lesson at another time during the session, 
for juniors can not well be held for a period of study 
of thirty consecutive minutes. Some schools have the 
correlated lesson before the opening service of worship. 

IX. The Closing Service. — This service should be 
brief and reverent, so reverent that the pupils will 
naturally leave the room in a quiet and orderly way. 

X. The Dismissal. — Quiet music is played to en- 
courage a reverent atmosphere even while library books 
and papers are being distributed and wraps are being 
adjusted. 

When the Juniors Must Meet with the Main Room 

The following Order of Service, covering a period of 
one and one quarter hours, is suggested for a school 
where the juniors, intermediates, seniors, and adults 
must meet in the same room and have their opening 
and closing services together: 

1. Music played softly to secure the quiet necessary before 

opening (1 minute). 

2. Opening hymn (3 minutes). 

3. Invocation (1 minute). 

4. Responsive Scripture reading — all sitting — (5 minutes). 

(Choose a passage of Scripture suitable to the day or sea- 
son of the year. Let each person use Ins or her own 
Bible.) 



58 ©fje Sumorg: ^oto to CeacJ) anb ®rain ©Ijem 

5. Memory hymn — one of the old church hymns (3 minutes). 

6. Prayer (3 minutes). 

7. Surprise period (5 minutes). 

(Any one of the following may be used on consecutive 
Sundays.) 

(a) The story of the writing of one of the church hymns. 

(b) A missionary story. 

(c) A temperance story. 

(d) A story from the life of one of the Church heroes. 

(e) A story of how the Bible has come down to us. 

(f) A talk by the pastor on the Church doctrines. 

(g) The reading of an appropriate poem or piece of prose. 
(h) The singing of a suitable vocal solo. 

(i) The learning of a new song or hymn. 

8. Fellowship service (5 minutes). 

(Recognition of visitors, new pupils, birthdays, and church 
attendance. Prayer for absentees.) 

9. Business (4 minutes). 

(Attendance marked, offering received, class credits given, 
church attendance noted.) 

10. Offering service (2 minutes). 

11. Bible drill (5 minutes). 

(Let juniors, intermediates, and adults all join in this drill.) 

12. Hymn (3 minutes). 

13. Lesson period (30 minutes). 

14. Quiet music to announce close of lesson period (1 minute) . 

15. Closing prayer (1 minute). 

16. Soft music to create the right atmosphere for a reverential 
dismissal. 

17. Distribution of literature and books. 

18. Dismissal. 

Comments. — Please note comments on program for a 
separate session. They will also be helpful in planning 
for this kind of program. 



CHAPTER VI 

ILtHSiQUSi 1 

" The need of the pupil is the law of the school" 

A curriculum must be chosen for the Junior Depart- 
ment. There are two types of curriculums from which 
a choice may be made. One type consists of lessons on 
certain subjects which have been chosen for the curricu- 
lum because of their value in character-building. These 
subjects are taught without regard to the physical, 
mental, or spiritual development of the pupils. The 
lessons in the International Uniform Series form a cur- 
riculum of this type. The other type consists of lessons 
the subjects of which have been chosen with special 
reference to the interests, experiences, and needs of the 
pupils in each grade. The International Graded Lesson 
Series is a course of this type. 

Since "the need of the pupil is the law of the school" 
it is self-evident that the latter type of course is the one 
it is desirable to use in the Junior Department. 

There are two courses: the Uniform and the Graded. 

What We Mean by Uniform Lessons. — The Inter- 
national Lesson Committee has for over forty years 
selected one Bible passage as the lesson for the entire 
school without special reference to the grade to which 

1 The basis for the paragraphs of this Chapter is a leaflet on the Graded 
Lessons which has been widely circulated. Because this message is simple and 
complete it is given here. 

59 



60 Gftje 3umor£: 3£oto to ®eacf) anb Strain tKljem 

it should be taught. It is known as the International 
Uniform Lesson for the reason that the same lesson is 
uniform throughout the school. The editors and pub- 
lishers take this list of lessons for the year, and issue 
a graded treatment of this lesson passage and in this 
way, throughout the years, they have tried to adapt the 
lesson to several departments from the beginners 
through to the adult classes. 

What We Mean by Graded Lessons. — This same 
Lesson Committee in 1909 issued an additional course 
of study called the International Graded Course, con- 
sisting, not of one Scripture lesson for the entire school, 
but of a separate series of lessons for each year or grade, 
chosen with direct reference to the age and ability and 
need of the pupils. Naturally, these lessons group them- 
selves into a course for beginners, consisting of two 
series of lessons; a course for primary children, con- 
sisting of three series of lessons; a course for the junior 
pupils, consisting of four series of lessons; and so on 
through the young people's departments, with elective 
courses for the adults. In other words, we have a thor- 
oughly graded course of study for the entire school, and 
we have separate textbooks or other helps for each year. 
The course covers seventeen years. 

As these lessons are planned to meet the needs of the 
pupils, it follows that they will be helpful in all schools 
where pupils of the age for which the lessons are out- 
lined are enrolled. The teaching of these lessons does 
not depend for success upon the conditions under which 
they are taught half so much as do the Uniform Lessons, 



Hes'stons 61 

for as the lessons are suited to the pupils their interest 
in the subject matter is at once aroused. Moreover, 
these lessons are suited to the small group in the country 
school quite as well as to a similar group in a well- 
organized city school. 

It has required a skilled teacher to take material suit- 
able for adults and make it over for children, and none 
know this difficulty so well as do the teachers them- 
selves. The Graded Lessons, having been chosen for 
the children, will be found easier to teach, while the helps 
for the teacher that accompany the new courses are so 
finely planned that teachers will have adequate sugges- 
tions for their work both with the lessons and in the 
conduct of the class. 

The purpose of the Graded Lessons is to meet the 
spiritual needs of the pupil at each stage of his develop- 
ment. The spiritual needs, broadly stated, are these : 

1. To know God as revealed in nature, in the heart of man, 
and in Christ. 

2. To exercise toward God the Father, and his Son, Jesus 
Christ, our Lord and Saviour, trust, obedience, and worship. 

3. To know and do his duty to others. 

4. To know and do his duty to himself. 

Lessons are provided for fifty-two weeks in each year. 
The courses are planned for about nine months, October 
to June inclusive, in harmony with the ordinary public- 
school year, in order that schools open during this period 
only may not have an incomplete scheme of study. The 
lessons for the remaining three months, while not essen- 
tial to complete the aim for the year, are valuable in 



62 ®fje Sumorg: 3#oto to ®eac|) anb tKratn ®bem 

themselves, and either supplement the work which pre- 
cedes or prepare for that which is to follow. 

The Graded Lessons for the Juniors 

The Junior Graded Lessons are a part of the whole 
course of completely graded lessons. They have been 
chosen and written for boys and girls nine, ten, eleven, 
and twelve years of age. The aim of the Junior Series 
is "To lead the child to become a doer of the Word, and 
to bring him into conscious relations with the Lord 
Jesus Christ, as his Saviour." 

1. By awakening an interest in the Bible and a love for it; 
by deepening the impulse to choose and to do right. 

2. By presenting the ideal of moral heroism; by revealing the 
power and majesty of Jesus Christ, and by showing his followers 
going forth in his strength to do his work. 

3. By deepening the sense of responsibility for right choices; 
by showing the consequences of right and wrong choices; by 
strengthening love of the right and hatred of the wrong. 

4. By presenting Jesus as our Example and Saviour; by lead- 
ing the pupil to appreciate his opportunities for service, and by 
giving him a vision of what it means to be a Christian. 

The lessons are arranged chronologically by periods 
in the first two years. In the last two years the chrono- 
logical sequence is unbroken, except when a topical 
course on temperance is introduced. 

1. The First Year lessons include early Old Testament stories 
and stories that Jesus told. 

2. The Second Year lessons include stories of the conquest 
and settlement of Canaan; stories from the life of Jesus, from the 
lives of the apostles, and of later missionaries. 

3. The Third Year lessons include stories from Hebrew history, 
and an introduction to the life of Christ. 

4. The Fourth Year lessons include a study of the Gospel of 
Mark, studies in the book of The Acts, and stories of later mis- 
sionaries. 



Herons 63 



All of the lessons have been chosen and written with 
the idea that the first great spiritual crisis comes to 
each life at about the age of twelve. At this time many 
children will become conscious of their relation to Christ, 
and will experience a strong impulse to give their lives 
in service to him. The lessons in this course seek to 
help the children obey this great impulse and to accept 
and publicly confess Christ as their Saviour. 

The Teacher's Textbooks. — These books have been 
issued in quarterly parts for each year. They have 
been prepared for the purpose of giving the teacher the 
utmost help in the study of the lesson within the narrow 
limits of the book. They contain quotations from 
commentators, light from other Bible passages, and 
secular literature, hints on lesson preparation and pre- 
sentation. They give suggestions for the instruction 
of the pupil in the use of his Work and Study Book; 
and there is a series of correlated lessons which are 
closely related to the main lessons, and which give the 
pupil much necessary information in regard to facts 
about the Bible, the geography of Bible lands, and the 
manners and customs of the people. The forewords 
in the textbooks contain statements of the character- 
istics and needs of the junior pupil, suggestions for the 
management of the Junior Department, and discussion 
of problems which arise in the department. The ap- 
pendices contain lists of helpful books, hymns, and 
pictures. There are also many fine suggestive programs 
for use in the department. 



64 ©be Suntor*: ^oto to tEeacf) anb TKratn ®bem 

T%e Pupil's Work and Study Book. — These books are 
issued in quarterly parts. It is most important that 
the pupil do the work here outlined, for by doing this 
work it is expected that he will learn to love the Bible, 
to form the habits of daily Bible reading and study, to 
do the assigned handwork neatly and accurately be- 
cause it is connected with God's Word, to obey instruc- 
tions, to memorize Scripture passages and hymns. 

The first year book arranges for the work to be done 
after the teaching of the lesson; the books for the fol- 
lowing years plan for the work to be done before the 
teaching of the lesson. 

If the pupils do the work assigned them during the 
four years, at the end of the junior period they will 
have memorized over two hundred and fifty Bible 
verses, six great hymns, and the Apostles' Creed. 
Therefore, the teacher should do everything possible 
to interest the pupils in the Work and Study Book and 
to encourage them to do the work. The first step 
toward stimulating such interest is the doing of all the 
required work by the teacher herself. Words of praise 
and commendation may be used lavishly, but justly, as 
rewards. The Honor Roll may be used for the names 
of all those who do well the work in each book. The 
names can be posted at the end of each quarter. When 
introducing the Graded Lessons into the Junior De- 
partment it would be well to purchase and read care- 
fully Miss Josephine Baldwin's book, "The Introduc- 
tion and Use of the Graded Lessons — Junior Manual.'' 



Hesteon* 65 



The Departmental Graded Lessons 

Ever since the publication of the International 
Graded Lessons, the workers in the little Sunday 
schools, with enrollments of fifty members, more or 
less, have been facing the problem of their introduction 
in the schools. It is recognized that these lessons are 
very desirable, because of their close adaptation to the 
pupil, and yet this very characteristic prevents many a 
small school from adopting them. The fine adaptation 
of the lesson material demands close grading of the 
pupils in the various departments and this close grading 
cannot be secured in a little school where the pupils 
and teachers are few in number and the building equip- 
ment quite meager. The class, not the department, is 
the unit of division in such a school. Usually, there are 
five or six classes, the number depending upon the 
number of pupils and available teachers. In each class 
there are two or three, possibly four grades of pupils. 
If it were possible to teach three or four different lessons 
in the same class at the same time, the present Graded 
Lessons could be as successfully used in the small 
school as in the large school. But such a plan is ordi- 
narily impossible because leaders with educational 
vision and adaptive ingenuity are not at hand and, 
therefore, the workers in many small schools have de- 
layed introducing the lessons. 

Some large schools, also, have had great difficulty in 
handling the complex seventeen-year course, although 

*For sample of these lessons write to the publishers of this volume. 

5 



66 ®be Suniorg: Jloto to ®eac|) anb ©rain ®bem 

they sincerely desire to use the best system. Some 
have been so sadly confused and perplexed that they 
have given up the new course and have begun again to 
use the old Uniform Lessons. Thus there are many 
schools that find the graded-lesson system with all its 
advantages more than they are able to handle. For 
this reason, those who know the great Sunday-school 
field have felt the need of a simpler lesson plan than that 
which the system graded by years offers. 

Thus the Departmental Graded Lessons for the 
elementary division have been planned and issued. 
These lessons are based on the outlines used for the 
International Graded Series. They have been modified 
so as to make the lessons suitable for use in schools 
which desire to begin the year' s work in January instead 
of in October. But the distinctive feature of the series 
is that but one lesson is to be used by all the classes in a 
single department. Thus it will not be necessary to 
have more than one beginners class, one primary class, 
and one junior class in each school, unless the depart- 
ments are so large that classes must be divided. 

Workers experienced in the departments for which 
they write have adapted the lessons most skillfully, 
so that they are suited to all the children of the depart- 
ment. 

Other noteworthy features of the lessons are these: 
they are Biblical in basis; they are evangelical in char- 
acter; they are published as periodicals. 

The helps for both teacher and pupil are issued in 
quarterly or leaflet form, each lesson being dated for a 



TLtsteon* 67 



particular Sunday. They are to be used once only. 
Each quarter there will be fresh material on new les- 
sons, so that the entire course will be covered in the 
allotted number of years; but the material for three 
years will be offered for successive use instead of for 
simultaneous use. 

Special attention is called to the fact that the equip- 
ment for the new lessons includes a Picture Roll for 
the Beginners Department and a Picture Roll for the 
Primary Department. 

It should be noted that the International Graded 
Lessons for the Intermediate and Senior departments 
are not arranged for departmental use. 

The Departmental Series is not prepared for the pur- 
pose of urging the substitution of these lessons for the 
lessons graded by years in those schools which wish to 
retain them, but to meet the demand of schools whose 
needs have not been met in the preparation of previous 
lessons and the desires of schools which are not satisfied 
with them. 

The Junior Departmental Lessons 

The Aim of the Lessons. — "To lead the boys and girls 
to become doers as well as hearers of the Word and to 
prepare them to enter into personal relations with 
Jesus Christ/ ' 

The Teacher 7 s Textbook. — These books are quarterly 
periodicals. They contain suggestions for analyzing, 
studying, and teaching the lessons. There are selec- 
tions from Bible commentaries and from secular litera- 



68 tEJje Sumor*: 2^oto to Ceacf) anb {Kraut GWjem 

ture. They also contain suggestive department pro- 
grams, and the music of some of the fine hymns the 
juniors should know. 

The Pupil's Work and Study Book. — This book is 
the pupil's textbook. It contains the lesson title and 
memory text, and a picture illustrating the lesson. 
Bible readings and home work are suggested for each 
day. It is very important that the pupil be inspired 
and encouraged to do the work suggested in this book, 
for it has all been outlined for the purpose of furnishing 
the child with material for character-building. 

Graded Supplemental Lessons 

Graded Supplemental Lessons are not needed when 
the Closely Graded or Departmental Graded Lessons 
are used. But when the Uniform Lessons are used, 
then the Supplemental Lessons must be taught if the 
pupil is to receive important knowledge of the Bible, 
and if he is to memorize certain great Scripture passages 
and church hymns. 

The following topics, texts, and hymns show the 
work to be accomplished by the nine-, ten-, eleven-, 
and twelve-year-old pupils. They are not arranged in 
the order for teaching. The list is taken from a leaflet 
issued by the International Sunday School Association. 

Facts About the Bible. — General divisions, names of groups, 
names of books. 

Contents of the Bible.— Stories of events and people: The Crea- 
tion, The Flood, The Giving of the Law, The Exodus, 
Abraham, Joseph, Moses, Joshua, Gideon, Samuel, 
David, Elijah, Nehemiah, Esther, Daniel, John the Bap- 
tist, Jesus, Peter, John, Stephen, Philip, Paul. 



TLzs&om 69 



Scripture.— God's Word: II Tim. 3 : 16, 17. 

Giving: II Cor. 8 : 12; 9:7. 

Temperance: Prov. 23 : 29-32; I Cor. 3 : 16, 17; Hab. 2 : 
15 (first, clause); Hab. 2 : 12; Prov. 16 : 8; 14 : 34. 

Sin and Salvation. — I John 3 : 4; James 4 : 17; Rom. 3 : 10-23 
Gal. 6 : 7; Prov. 5 : 22; 28 : 13; Isa. 59 : 2; I John 1 : 9 
John 3 : 16; I Cor. 4 : 11; Matt. 7 : 24-27; John 15 : 10-14 
14 : 16, 17, 26. 

The Ten Commandments: Ex. 20 : 1-17. 

The Beatitudes: Matt. 5 : 1-11. 

Missions: Mark 16 : 15; I Chron. 16 : 24; Hab. 2 : 14. 

Miscellaneous: Matt. 10 : 2-4; Rev. 21 : 14. 

The Seven Words from the Cross and Eleven Appear- 
ances After the Resurrection. 

Church Hymns: All Hail the Power of Jesus' Name; My Faith 
Looks Up to Thee; From Greenland's Icy Mountains. 



A Basis of Promotion 

When a basis of promotion connected with any series 
of lessons is outlined, the aim of the course must be 
carefully considered. If the aim has been realized, or 
nearly realized, the pupil is ready for promotion. The 
aim of the junior course is "To lead the child to become 
a doer of the Word, and to bring him into conscious 
relations with the Lord Jesus Christ, as his Saviour.' ' 
Therefore, if the pupil who completes the junior course 
has become conscious of his relations to Christ, the 
Saviour, has publicly confessed Christ as his Saviour, 
and is showing that he is a doer of the Word by reading 
his Bible and praying daily, by attending church, by 
giving regularly, by making gladly an increasing num- 
ber of right choices, and by serving others, then he is 
ready for promotion into the Intermediate Depart- 
ment. Such a standard for promotion would be of the 
highest type, and would lay stress on the most impor- 
tant questions, which are: What has this pupil become 



70 Wfyz 3umor£: ^oto to Ceacft anb ®ram ®bem 

because of his work in the Junior Department? What 
habits has he formed? What can he do for others? What 
choices is he able to make? Are his deeds courageous or 
cowardly? Is his speech clean and pure? Such a basis 
of promotion would consider of much less importance 
such a question as, What can he repeat from memory? 

But it is difficult to find a test by which to learn these 
facts. Often neither the teacher nor the parent knows 
the child well enough to ascertain the information. 
Therefore, we must be satisfied at the present with a 
test which may indicate what he has become, what 
habits he has formed, and what he longs to do for Christ 
and others. A close examination of the work outlined 
in the PupiPs Work and Study Books will lead to the 
conclusion that if this work has been faithfully done 
(which work includes the memorizing of certain Bible 
verses and church hymns) there is reason to believe that 
the pupil has become a doer of the Word, and is con- 
scious of his relations with Christ. Therefore, the basis 
of promotion from grade to grade should be the doing 
of the work in the PupiPs Work and Study Books. 
Those pupils who have completed seventy-five per cent 
of all the books receive diplomas; those who have 
completed one hundred per cent of the books are pro- 
moted with honor; and those who complete in addition 
the extra honor work, are promoted with extra honors. 
All other pupils are promoted to the Intermediate De- 
partment without any recognition, at the age of thir- 
teen. (Read Introduction to Graded Lessons, by 
Josephine Baldwin, for special suggestions in regard to 
a basis of promotion.) 



CHAPTER VII 

temperance Cbutation 

"The need of the pupil is the law of the school" 

The juniors should have well-graded temperance in- 
struction for they are passing through one of the great 
habit-forming periods, and if properly trained will 
readily and easily form the habits of self-control and 
self-denial, which result in the choice of nourishing 
food, healthful drink, clean thinking and speaking, and 
right-doing. Such instruction should be given pri- 
marily in the home; but the day school and the church 
should add their influence to the work by recognizing 
that the subject has a place in the curriculum of both 
institutions, and the Sunday School Committee or 
Association of each church should direct the superin- 
tendents and teachers of all departments to have a 
regular time for temperance instruction. This will of 
course include the junior workers. Often junior super- 
intendents and teachers desire to give such instruction, 
but are at a loss to know where to find material for a 
constructive course, and how to use the material when 
it is found. For this reason let us consider briefly the 
following topics: The Aim of Temperance Instruction; 
Temperance Lessons for Juniors; A Temperance Policy 
for the Junior Department; Methods of Teaching 

71 



72 ®f>e Sumorg: Jloto to Ceari) anb Cram Gtfjem 

Temperance; Sources of Material; Temperance Activi- 
ties for Juniors; Temperance Instruction Through the 
Program; A Junior Temperance Society. 

The Aim of Temperance Instruction. — No junior 
worker will be able to teach this subject successfully 
unless he or she understands the "aim" or " purpose" 
of the instruction. When once the "aim" is clearly 
understood it is not so difficult to choose the material for 
a course of lessons, nor so hard to find the right methods 
of teaching. 

Note the aim stated here: 

"To cause the child to know that his body is the home of his 
soul and the temple of the Holy Spirit; to teach him that it is 
necessary to keep this body clean, pure, and strong (as God expects 
it to be) if it is to be fit for a large service to God and man, which 
will result in a life of great usefulness and much joy." 

Temperance Lessons for Juniors 

In order that the "aim" may be realized and that the 
children may learn to preserve and use all their physical, 
mental, and spiritual powers in the service of God, the 
lessons they are taught must teach: 

1. That God is their Creator and desires that their bodies be 

kept pure, clean, and strong for his service. 

2. That God loves all his children and that they will have the 

power to show great love for him in great service if their 
bodies are strong. 

3. That God has provided the great gifts of fresh air, sunshine, 

food, and drink that the body may grow and be strong. 

4. That there are right and wrong ways to use God's good gifts. 

5. That there are certain duties all children can and must per- 

form if the body is to be kept pure, clean, and strong, e. g., 
breathing fresh air, eating nourishing food, drinking clean 
water and milk, caring for the teeth, ears, eyes, and all 
other parts of the body. 



temperance (Education 73 

6. That God has given his children the power to choose to use 

the good gifts and to deny themselves the wrong foods and 
drinks; that they also have the power to choose to take 
good care of all parts of the body. 

7. That it is sinful to eat, or drink, or do anything that weakens 

or defiles the body or the brain, and that the consequences 
of such sin are terrible. 

8. That they are responsible for helping others to care properly 

for their bodies. 

9. That Christ will help them to obey God's commands in re- 

gard to the care of the body. 

10. That obedience to God's commands brings usefulness and 
joy and peace and blessing. 



A Temperance Policy for the Junior Department 

The following policy is only suggested; it may be of 
service in outlining a better plan. But when the final 
decision is made in regard to a policy or plan, it should 
be carried out fully. Such a policy will lead to large 
service for the children. 

The temperance policy of the Junior Department 
shall be: 

1. To furnish constructive temperance education in the lesson 

and in the program through the use of Bible stories, stories 
which arouse the desire to care for the body, Scripture 
passages, temperance songs, and prayers for personal 
purity. 

2. To furnish opportunities for self-expression by learning or 

signing a temperance pledge; by making choices of cer- 
tain right actions, such as keeping the body clean and pure, 
going to bed early, eating the right food, refusing to use 
impure language or listen to unclean stories. 

3. To furnish examples of pure, clean, abstemious living in 

the lives of the teachers and officers of the department. 

4. To make all possible endeavor to have the children associate 

with good, clean companions at school and at play. 

5. To live and work so as to help create public sentiment in favor 

of right habits of self-control and self-denial and against 



74 tE%e 2hmior£: 3^oto to Ktatfy anb ®ram tMjem 

self-indulgences which destroy the body and impair the 

mind. 
6. To request the workers to read the following books : 
A Study of Child Nature — Harrison. 
The Training of the Human Plant — Burbank. 
Alcohol and the Human Body — Horsley and Sturge. 
The Broadening Path — Forbush. 
A Song of Life — Morley. 
The King and His Wonderful Castle — Brown. 

The methods of teaching temperance will be the same 
as those used in teaching any other subject to juniors. 
They must be chosen because they interest juniors and 
lead them to think and to do right. The methods most 
successful with juniors include the use of stories, songs, 
Scripture passages, and pledges which appeal to juniors, 
and the suggestion of activities in which juniors may 
naturally engage. 



Special Suggestions for Junior Teachers 

There are splendid temperance lessons in the Junior 
Graded Lesson Series. Note the following: First 
Year, Lessons 35, 36, 43, 44; Second Year, 2, 4, 5, 6, 7, 
15, 44, 45, 49, 51; Third Year, 2, 5, 10, 23, 30, 34, 36, 
37, 38, 39, 40; Fourth Year, 9, 14, 29. 

Other story material may be found in the following 
books: 

PRICE 

Yourself — Guerber . $ 1 .00 

Graded Temperance Helps — Dietz. .10 

A Song of Life— Morley. 1.00 

Scientific Temperance Lessons — Davis. .50 

The Moral Problem of the Children — Chapman. .25 

The Stories Mother Nature Told Her Children. .60 
Five Books of the Gulick Hygiene Series. Each .50 



temperance Cbucattcm 75 

PRICE 

Tobacco as the Physician Sees it. 1 $.03 

A Physician's Talk on Alcohol. 1 .05 

Life's Beginnings — Winfield S. Hall. .25 

The King and His Wonderful Castle — Brown. .35 

(Every junior teacher and superintendent should have Miss 
Maltman's Junior Temperance Service, 10c. W. H. Dietz, 
20 E. Randolph St., Chicago, Illinois.) 

The pupils should be intelligently taught and led to 
sign some such pledge as the following: 

THAT I MAY GIVE TO GOD AND MY FELLOW-MEN 

MY BEST SERVICE 

I Pledge Myself, with God's Help 

NEVER TO USE INTOXICATING LIQUOR 

As a Drink, and I Promise to Do All I Can to End the Drink 
Habit and the Liquor Traffic. 
I Also Promise 

NEVER TO USE TOBACCO 

In Any Form, and to Exert My Influence Against Its Use by 
Others. 

Name 

Place 

Date 

Such songs as Yield Not to Temptation; True- 
Hearted, Whole Hearted; My Soul, Be on Thy Guard; 
Sound the Battle Cry; Who Is on the Lord's Side; 
Hark, the Temperance Bells Are Ringing; Onward, 
Christian Soldiers; and Dare to Be Brave, Dare to Be 
True, are good. Every junior should know God's Hero, 
a song from the Junior Graded Lesson Textbook, Third 

1 Published by the Sunday School Times Co., Philadelphia, Pa. 



76 ®f)e Sumors: ?£oto to Cearf) anb ©rain ®fjem 

Year, Part III; the following is also a beautiful hymn 
and is sung to the music of Just As I Am: 

" Just as I am, Thine own to be 
Friend of the young, who lovest me, 
To consecrate myself to Thee 
O, Saviour dear, I come, I come. 

" In the glad morning of my day 
My life to give, my vows to pay, 
With no reserve, and no delay, 
With all my heart, I come. 

" I would live ever in the light, 
I would work ever for the right, 
I would serve Thee with all my might, 
Therefore, to Thee I come, I come. 

"Just as I am, young, strong and free, 
To be the best that I can be, 
For truth, and righteousness and Thee, 
Lord of my life, I come." 

The following Bible verses for juniors will be found 
useful : 

1. Every good gift and every perfect gift is from above, coming 

down from the Father. James 1 : 17. 

2. Eat in due season, for strength. Eccl. 10 : 17. 

3. Abhor that which is evil; cleave to that which is good. 

Rom. 12 : 9. 

4. Whether therefore ye eat, or drink, or whatsoever ye do, do 

all to the glory of God. I Cor. 10 : 31. 

5. Be not overcome of evil, but overcome evil with good. 

Rom. 12 : 21. 

6. Daniel purposed in his heart that he would not defile himself 

with the king's dainties, nor with the wine which he drank. 
Dan. 1 : 8. 

7. Glorify God therefore in your body. I Cor. 6 : 20. 

8. Set a watch, O Lord, before my mouth. Ps. 141 : 3. 

9. As he who called you is holy, be ye yourselves also holy in 

all manner of living. I Peter 1 : 15. 

10. Watch ye, stand fast in the faith, quit you like men, be 

strong. I Cor. 16 : 13. 



temperance €bucatton 77 

11. Be not wise in thine own eyes; fear the Lord, and depart 
from evil. Pro v. 3:7. 

12. Create in me a clean heart, O God; and renew a right spirit 
within me. Ps. 51 : 10. 

13. Touch no unclean thing. II Cor. 6:17. 

14. Blessed are the pure in heart: for they shall see God. 

Matt. 5 : 8. 

15. If sinners entice thee, consent thou not. Prov. 1 : 10. 

16. Love worketh no ill to his neighbor. Rom. 13 : 10. 

17. Follow after righteousness, faith, love, peace. II Tim. 
2:22. 

18. Know ye not that ye are a temple of God, and that the 
Spirit of God dwelleth in you? I Cor. 3 : 16. 

19. Evil companionships corrupt good morals. I Cor. 15 : 33. 

20. Whatsoever things are true, whatsoever things are honor- 
able, whatsoever things are just, whatsoever things are 
pure, whatsoever things are lovely, whatsoever things are 
of good report; if there be any virtue, and if there be any 
praise, think on these things. Phil. 4 : 8. 

The following silent teachers render splendid service: 

A wall pledge, a temperance flag, a temperance map of your 
country, a temperance bulletin board. Such posters, 
charts, pledges, leaflets, and so forth, can be secured from 
the National Temperance Society, 373 Fourth Ave., New 
York; The National W. C. T. XL, Evanston, Illinois; 
The Scientific Temperance Federation, Boston, Mass.; 
Your own denominational temperance committee. 

Temperance activities in these years from nine to 
twelve are chiefly personal because the child's social con- 
science has not yet fully developed. He has, however, 
the ability to make right choices and should be led to 
choose to do the following acts because they mean per- 
sonal benefit to himself: go to bed early; keep the body 
clean; eat right foods; drink water and milk only; 
attend only clean moving pictures; learn and sign the 
pledge; abstain from listening to impure stories, look- 
ing at unclean pictures, and using profane language. 



78 Wbe Sumors: J^oto to ©ead) anb ®ram ®fjem 

The junior superintendent should make careful prep- 
aration that the subject of temperance may have a place 
on the program at least once a month. Reliable facts 
should be given the pupils, temperance songs should be 
sung, and temperance Scripture should be repeated. 

Here are suggestions for Temperance Five-Minute 
Program Periods: 

1. Have the school sing a temperance song. 

2. Ask some one to pray for the temperance cause. 

3. Give talk on the evils of the use of tobacco. 

(Purchase Tobacco As a Physician Sees It [3 cents], Sunday 
School Times Co., Philadelphia, Pa.; also The Injury of 
Tobacco^ [2 cents], Pennsylvania State Sabbath School 
Association, 1511 Arch Street, Philadelphia, Pa. Pur- 
chase tobacco charts from National W. C. T. U., Chicago, 
Illinois.) 

4. Distribute and explain the value of leaflets furnished free 

of charge to older pupils. (Suggested leaflets: Clean 
Hands; Twenty-five Thousand Dollars for a Boy; Kept 
Clean; You're a Brick; Three Manly Boys. National 
Temperance Society, New York. Two cents a set.) 

5. Show and read a temperance poster. 

6. Show and explain a temperance map of the state or United 

States. 
(Secure from National W. C. T. U., Eyanston, Illinois, and 
Anti-Saloon League, Westerville, Ohio.) 

7. Relate some of the famous deeds of such persons as Frances 

Willard, John B. Gough, Neal Dow, Father Matthew, 
Francis Murphy, and Anthony Comstock. 
(Write to the National W. C. T. U., Evanston, Illinois, for in- 
formation in regard to these temperance heroes and 
heroines.) 

8. Have a memory drill on Bible temperance texts. 

9. Narrate briefly a striking instance of temperance or in- 

temperance read in the newspaper or seen on the street. 

10. Report current temperance events as noticed in the news- 
papers. 

11. Hang a picture of a temperance hero or heroine on the wall 
for the day. 

12. Tell an incident from a book in the temperance library, then 

call attention to the presence of the books in the library. 



temperance Cbucatton 79 

Secure such books as "The King and His Wonderful 
Castle." 

13. Give an opportunity to sign the pledge. 

14. Have the junior choir sing a temperance song. 

15. Have a temperance recitation. 

16. Have a temperance speaker outside the school present the 
temperance cause. Exercise care in the choice of the 
speaker. 

17. Have all those who have signed the pledge repeat it in con- 
cert. 

18. Have a talk by a policeman in uniform or other officer of 
the law, such as juvenile court judge, detective, and so 
forth. 

19. Celebrate the birthday of one of the temperance reformers. 

(Write National W. C. T. U., Evanston, Illinois.) 

20. Salute the flag of your country, temperance, and Christian 
flags. The temperance flag is pure white. 

Salute for the Flag of Your Country. — "I pledge allegiance to 
my flag and to my country for which it stands: one nation, in- 
divisible, with liberty and justice to all." 

Salute for the Temperance Flag. — "I pledge allegiance to my 
flag, the emblem of temperance, self-control, pure thoughts, and 
clean habits; the white flag that surrenders to nothing but purity 
and truth, and to none but God, whose temples we are." 

Salute for the Christian Flag. — "I pledge allegiance to my flag 
and to the Saviour for whose Kingdom it stands; one brother- 
hood, uniting all mankind in service and love." 



A Junior Temperance Society 

If it is desirable the Junior Department may be or- 
ganized into a temperance society. 

Name. — The Temple Builders. 

Object. — To help girls and boys to know that their 
bodies are the homes of their souls, and the temples of 
the Holy Spirit; and to teach them that it is necessary 
to keep their bodies clean, pure, and strong, and thus 
fit for the service of God. 

Officers. — A president, vice president, secretary. 



80 Wfyt 3fatuor*: 2?oto to ®eacf) anb Cram QWjem 

Leaders. — The officers and teachers of the Junior De- 
partment. 

Dues. — Five cents a month, to be used to purchase 
temperance material for instruction. 

Motto. — "Keep thyself pure." 

Meetings. — Meetings may be held once a month be- 
fore or after Sunday school, and the opening service of 
the session that day may include temperance stories, 
Scripture, songs, and prayers. 



CHAPTER VIII 

jWte£tonarp €tmcatton 

" The need of the pupil is the law of the school" 

Missionary education is a vital part of general Chris- 
tian education because it leads the child to think of 
others; it arouses his interest in others; it helps him 
to love others; it acquaints him with the needs of others, 
and leads him to respond to those needs. Because they 
have recognized its contribution to character-building, 
many junior workers have longed to give missionary 
instruction and training in their departments, but they 
have been at a loss to know where to find materials for 
such education, and how to use such materials when 
found. For this reason the following topics will be 
briefly considered: The Aim of Missionary Education; 
Missionary Lessons for Juniors; A Missionary Policy 
for the Junior Department; Methods of Giving Mis- 
sionary Instruction; Sources of Material; Missionary 
Activities for Juniors; Program Suggestions. 

The junior worker who would be successful in giving 
missionary education must first understand the aim or 
purpose of the work. When the aim is clearly defined, 
then one may gather the material of instruction and 
choose the right methods of presenting the subject. 

The aim of missionary instruction is to cultivate 
feelings of love and sympathy for others; to arouse 
6 81 



82 ®Jje Stmtorg: Jloto to tKeacft attfi {Kraut Cfjem 

interest in the various needs of others; to lead the chil- 
dren to respond to these various needs of others; to 
show that the greatest need of the world is to know God, 
and his Son, Jesus Christ; to help the children do their 
part in telling the gospel story and in extending the 
Kingdom of God. 

Missionary Lessons for Juniors 

In order that the aim may be realized, and that the 
child may love and serve God by loving and serving others 
in the name of Jesus, the lessons given him must teach : 

1. That God is the heavenly Father of all his girls and boys. 

2. That God loves all his children and wants to be loved by 

them. 

3. That love for the heavenly Father may be shown by obedi- 

ence to parents; by the care of flowers and pets; by kind- 
ness to friends and playmates; by loving service to others. 

4. That many girls and boys who live in this great world are 

unhappy because they have never known their heavenly 
Father and have never heard of Jesus who loves them and 
who said: " Suffer the little children to come unto me." 

5. That children who know Jesus may help him and make 

those who do not know him happy, by telling them of 
Jesus and his love. 

6. That it is the duty of those who love Jesus to tell others by 

sending teachers (or missionaries) to them; by sending the 
Bible to them; by praying for them ; by helping them with 
gifts of pictures, books, toys, clothes, money, and so forth; 
by preparing to go to teach them. 

7. That it is a great thing to be of those heroes who bravely 

follow Jesus in obeying his command to go and teach all 
nations. 

8. That to be a Christian means to be a missionary. 

9. That the Holy Spirit will give to each boy and girl who fol- 

lows Jesus the power to live, to suffer, or to die, if necessary, 
for Christ. 

10. That the reward for obedience to his commands is a life 

of service and joy here on earth, and life everlasting with 
Jesus, the King of kings. 



ffii&xianaxp Ctmcatton 83 

A Missionary Policy for the Junior Department 

The following policy is merely suggested. Perhaps 
its largest service will be to suggest a better. When a 
policy is adopted, it should be followed as closely as 
possible. 

The missionary policy of this Junior Department 
shall be: 

1. To furnish adequate missionary instruction through the 

lessons and frequently through the session program by the 
use of missionary stories, pictures, Scripture passages, and 
songs. 

2. To furnish opportunities for the expression of interest in the 

missionary cause through prayers for the missionaries, 
through the missionary offering, through graded missionary 
activities; through the suggestion that the girls and boys 
themselves may go some day to tell the "Story." 

3. To furnish examples of lives full of missionary interest and 

activity in the lives of the teachers and officers of the de- 
partment. 

4. To have a missionary library for the use of the pupils and 

another for the use of the teachers. The teacher's library 
should contain: Graded Social Service, by Hutchins; Mis- 
sionary Program Material for Teachers of Children Under 
Twelve Years of Age, by Ferris; A Manual of Missionary 
Methods, by Trull; The Sunday School Teacher and the 
Program of Jesus, by Trull & Stowell; Missions in the 
Sunday School, by Hixson; Five Missionary Minutes, by 
Trull; Missionary Programs and Incidents, by Trull; 
Missions, by Brown. 

5. To send officers or teachers of the department to one of the 

denominational missionary conferences held each year, or 
to one of the Missionary Education Movement Summer 
Conferences. 

The methods of giving missionary education will be 
the same as those employed in giving girls and boys 
other kinds of instruction and training. They must be 



84 QWje Sumors: ^oto to ®ead) anb Strain tCfjem 

chosen according to the pupil's interest, experiences, 
and powers to live the truths taught, and they must 
provide for both the impression and expression of the 
truths. They will include the use of missionary stories, 
pictures, objects, songs, and Scripture passages for 
making deep impressions on the mind of the child, and 
they will provide avenues of expression by the use of 
missionary prayers, songs, offerings, and graded activi- 
ties. 

Sources of Material 

In the Junior Department we may build upon the 
missionary teaching given in the Primary Department. 
The child is now ready for hero stories because he de- 
lights in deeds of daring, and longs to do something 
himself. The stories presented in the Junior Graded 
Lesson Series have been chosen for the purpose of cul- 
tivating the pupil's religious life. They furnish new 
knowledge for the child; they present a correct ideal of 
heroism; they introduce the pupil to noble men and 
women, and to good literature; "they create enthusi- 
asm for the spread of the Kingdom"; they make the 
child understand that the power of Jesus and the work of 
the Holy Spirit are the same in the world to-day as they 
were long ago. Note the Themes: in the Second Year, 
Followers of the Lord Jesus; in the Fourth Year, The 
Gospel According to Mark; Studies in The Acts; 
Later Missionary Stories. 

Other story material may be found in the following 
books: 



iWtesionarp <£tmcatton 85 

Old Country Hero Stories — Brown. 

Myths of the Red Children — Wilson. 

The Dragon and the Cross — Paine. 

The Story of Sonny Sahib — Cotes. 

The Story of David Livingstone — Golding. 

The Autobiography of John G. Paton. 

Everyland, a monthly magazine. (SI. 00 per year.) 

Heroes of Missionary Enterprise — Field. 

Missionary Story Sermons — Kerr. 

Twelve Little Children Who Stayed at Home — Scott. 

Missionary Heroes in Oceanea — Lambert. 

Children at Play in Many Lands — Hall. 

Other People's Children — Seebach. 

Denominational Missionary Papers for Children. 

Martin of Mansfeld — Seebach. 

Pictures and Stereographs. — Pictures and stereographs 
will be found helpful. The portraits of famous mission- 
aries, price from 50 cents to $3.50, according to size. 
(Missionary Education Movement.) 

Note the pictures used in the Pupil's Work and Study Books 
with the missionary lessons in the junior course. 

Use the pictures in Everyland, a monthly magazine, $1.00 per 
year. 156 Fifth Avenue, New York. 

China Stereographs, sixteen in set, 75 cents. Missionary Edu- 
cation Movement, 156 Fifth Avenue, New York. 

Interest in others may be stimulated by showing 
objects from countries where missionaries are at work. 
Such curios may be borrowed or rented from the de- 
nominational mission boards and from the Missionary 
Education Movement, New York . The following sets 
of Missionary Object Lessons for children may be 
purchased from the mission boards or from the Mission- 
ary Education Movement. 

An African village, or kraal, lithographed in true 
colors, with a model of a grass hut and other objects. 



86 Wfyt Stmior*: Hoto to tKeacft anb Cram tWjem 

The manual for teachers contains a six-chapter story 
on which to base the lessons. Complete, with manual 
for teachers, $1.50. 

American Indians. — A large lithographed American 
Indian camp, a model tepee and other objects, complete 
with manual for teachers, costs $1.50. 

A Japanese garden, model of house, and many objects 
used in a Japanese home, complete, with manual for 
teachers, costs $1.50. 

These Missionary Bible Verses for Juniors will be 
useful: 

Isa. 64 : 8a; II Cor. 9 : 7b; Matt. 22 : 37-39; John 3 : 16; 
James 1 : 22; Matt. 10 : 8; John 13 : 35; Mark 16 : 15; Ps. 
96 : 1, 3; Luke 18 : 16; Acts 22 : 15; Heb. 13 : 16; Josh. 1 : 9; 
Acts 1 : 8b; 26: 19b; Rom. 8 : 35, 37; Matt. 8 : 19, 20; II Tim. 
2 : 3; Matt. 5 : 16; Ps. 86 : 9, 10; II Tim. 4 : 7, 8. 

These songs will be helpful in Missionary programs : 

The Son of God Goes Forth to War. 

From Greenland's Icy Mountains. 

Zion, Haste. 

We've a Story to Tell to the Nations. 

Christ for the World We Sing. 

The Morning Light Is Breaking. 

Fling Out the Banner. 

Crown Him with Many Crowns. 

Flags of all countries may be used occasionally to 
decorate the room. At other times the flags of one 
country may be used to interest pupils in the people 
of that country. A set of twenty tissue-paper flags 
maybe purchased for twenty-five cents; a set of cotton 
flags for two dollars. W. H. Dietz, 20 E. Randolph 
St., Chicago, Illinois. 



jllltestcmarp Ctmcatton 87 

The flag of your country in cotton bunting and silk 

may be purchased for different prices according to size. 

Saluting the flag develops love for the country and creates 

a desire to serve one's country. This saluting is used: 

"I pledge allegiance to my flag and to my country for which it 
stands: one nation, indivisible, with liberty and justice to all." 

Follow the salute by singing your nationa hymn. 

The Christian flag may also be purchased in cotton 

bunting or silk, price according to size. This flag has 

a white ground and a blue field in the upper corner on 

which is a blood-red cross. Saluting this flag develops 

love for God and creates a desire to share in spreading 

the Kingdom of God. The salute: 

"I pledge allegiance to my flag, and to the Saviour for whose 
Kingdom it stands; one brotherhood, uniting all mankind in ser- 
vice and love." 

Follow the salute by singing " Fling Out the Banner." 
Missionary Library for Juniors. — Note books named 

under topic, " Other Story Material," and add as many 

of the following as possible: 

The Chinese Boy and Girl — Headland. 

Wigwam Stories — Judd. 

The Children's Hero Series: James Chalmers — Kelman. 

The Unmannerly Tiger and Other Tales — Griffis. 

Children's Missionary Series (ten volumes) — Dwight. 

Adventures with Four-Footed Folk — Brain. 

Chinese Fairy Stories — Pitman. 

Topsy-Turvy Land — Zwemer. 

Zigzag Journeys in Camel Country — Zwemer. 

Every land. 

Missionary Impressions May be Made Through Social 
Activities. — Children like and enjoy missionary meet- 
ings, parties, socials, and entertainments. 



88 fWje Sumorg: l*oto to ®ead) anb tEram GWjem 

Miss Anita B. Ferris has written a valuable book for 
use with children under twelve years of age. It con- 
tains a chapter on the principles of program-building, 
two specimen programs, stories to tell, simple dramatic 
exercises, recitations, games, and so forth, classified 
under different countries. Price, 50 cents. Mission- 
ary Education Movement, 156 Fifth Ave., New York. 

" Just Plain Peter/ ' by Janet Prentiss, is a dramatic 
entertainment for juniors. It is the story of two Ital- 
ian orphans in a tenement, and the help given by a 
visitor from the mission. Price, 25 cents, prepaid. 

Suggestions for missionary socials are made on page 
275, G. L. Primary Teacher's Text Book, Second Year, 
Part III, and on page 6, Foreword, Junior Teacher's 
G. L. Text Book, Second Year, Part IV. 

Other suggestions for socials, plays, or demonstrations 
may be secured from the denominational mission 
boards. 

The response to the missionary lessons taught the 
child should be a desire to help others. This desire 
should find expression in praying for others, in giving 
gifts of different lands to others, and in serving others. 
Care should be taken that the prayers are brief, definite, 
and within the range of the child's experience. They 
should be repeated sentence prayers for in this way the 
child learns to pray for himself and for others. The 
gifts should include money which the child has saved or 
earned; toys, books, and pictures; clothing and food 
are also gifts which he can lovingly and intelligently 
give. The offering of money should be made weekly, 



jUltesrionarp (Education 89 

just as the offering for the home church is made. 
Write to your own mission board for information in 
regard to the duplex-envelope system. It is a fine 
system of giving. 
The service which the child renders should be: 

1. In his own home, school, and church life, by simple acts of 

helpfulness. 

2. In the community in which he lives, by gifts of money and 

things he makes for a day nursery, old people's home, set- 
tlement, or mission. 

3. In the homeland in which he lives, by gifts which he sends to 

immigrants at our ports of entry, or to schools for Negroes, 
Indians, and others. 

4. In far-away lands, by gifts to mission schools, hospitals, 

and teachers. 

Such opportunities for service will often lead to a 
decision to serve others by going some day to a needy 
field in either the homeland or a foreign land. 

The following suggestions for graded activities should 
be borne in mind: 

Very young children may feed the birds; be kind to 
domestic animals; provide flowers for the sick, or aged, 
or others who may be made happy by them; help the 
poor by gifts of clothing, food, and fuel; send gifts of 
toys, books, and pictures to hospitals or orphanages; 
send gifts of money to those who are needy at home 
and abroad. 

The junior boys and girls may do all those things 
suggested for the younger children in addition to the 
following: collect picture cards and pictures; make 
scrapbooks and picture books for hospitals and orphan- 
ages, also for home and foreign mission stations; collect 



90 ©be 3umor£: ^oto to tEearf) anfo ©rain TOjem 

magazines and papers for homes for the aged and the 
poor; make gifts of money, saved or earned, to the 
home and foreign missionary boards. 

Sympathy aroused by current disasters at home or 
abroad, such as storms, famines, and floods afford oppor- 
tunities for training the child in service to others. 

Write to the Department for Utilizing Surplus Ma- 
terial of the International Sunday School Association, 
Metropolitan Building, New York City, for full in- 
formation in regard to those missionaries of your de- 
nomination who need pictures, books, toys, and the 
like, as well as money. 

Finally, here are suggestions for five-minute programs: 

1. Have a missionary prayer. 

2. Sing and explain a missionary song. 

3. Give brief sketch of a great missionary. 

4. Have a returned missionary speak. 

5. Narrate a current missionary incident. 

6. Call attention to the missionary bulletin board on which 

are newspaper or magazine clippings. 

7. Explain a missionary object or curio. 

8. Let librarian relate interesting passages from new missionary 

books. 

9. Repeat a missionary Bible verse. 

10. Have a missionary story. 

11. Call attention to the missionary lesson in the Graded Les- 
son Series, if such a lesson happens to be taught on a par- 
ticular day. 

12. Celebrate the birthday of a great missionary. 

13. Have salutes given to both the United States and Christian 
flags. 

14. Have a special missionary offering service. 

15. Hang a missionary map on the wall of the Junior Depart- 
ment and show how the Kingdom is spreading. 



CHAPTER IX 

Recreation 

" The need of the pupil is the law of the school 11 

The church must recognize the fact that the child 
has a right to play and that play he must if he is 
ever to have a well-rounded Christian character. The 
junior needs play and he will instinctively seek what his 
life hungers for until he finds it. Sometimes he plays 
in the home and his companions are invited to share the 
good times which mean so much to him; sometimes he 
plays on the properly supervised public-school play- 
ground; sometimes he must play on the streets or in 
the alleys; seldom does he play in the church, for in 
many places the church has not yet awakened and taken 
its share in providing for the play life of the child. And 
yet the church ought to do its part in meeting this need 
of the child. In his hours of play a child voluntarily 
puts into practice all the rules of living which he has 
learned at home, at school, and at the church. He 
develops honesty, self-confidence, unselfishness, cour- 
age, obedience, the ability to think and decide rapidly, 
the spirit of love and friendship, and many other valu- 
able traits of character; and when the church assumes 
the responsibility of guiding some of this play life, the 
whole life, physical, mental, spiritual, may be devel- 
oped in a fine way that is unusual. Then there is 

91 



92 ®fje Sumor*: J^oto to ®earf) anb {Kraut GWjem 

another thing to remember: The junior's boundless 
physical energy makes him passionately fond of play, 
and for this reason the church should set about suggest- 
ing something to do and not be continually talking 
about the things not to do. It is nerve-racking to a 
child to hear continually the word "Don't" whether it 
be at home, or at school, or at church. 

Some churches have provided gymnasiums, reading 
rooms, and game rooms for their young people, all 
under the constant and efficient supervision which is 
absolutely necessary to success. The junior boys are 
allowed to attend on certain nights, the girls on other 
nights. The teachers of the boys attend the nights the 
boys are there and the teachers of the girls are present 
the nights the girls attend. In this way the children 
have the adult companionship they need and the teach- 
ers win the friendship of their pupils. 

But hundreds of juniors have no such opportunity 
for the right sort of recreation. Yet there is no reason 
for discouragement, for much can be done through regu- 
lar junior socials. These may be given every month, 
or every two or three months, as seems wise to those in 
charge of the work. When planning for the socials 
bear in mind the following suggestions: 

1. Have a full and complete program. It is necessary to have 

the activities of the children under direction and control 
all the time. 

2. Set a time for the arrival and departure of the children. 

3. Plan the program according to the recreation interests and 

needs of the pupils. The program may include the telling 
of stories by the teachers, the playing of games by pupils 
and teachers; the singing of songs by all; the making of 



Recreation 93 



some simple gifts for the poor or sick; the showing of good 
stereopticon or moving pictures; the acting of charades; 
the eating of light refreshments. 
No prizes should be awarded. Credits may be given to all 
who win in the games and at the close of the social an- 
nouncement may be made of those who earn the largest 
number. 



Program Suggestions 

The children enjoy such active games as "hide and 
seek/' "follow the leader," "pebble chase;" also such 
quiet games as "find the ring" and "Simon says." 
They like hero stories; they like pictures of places and 
pictures; they like to contribute something of their 
own to the program, such as whistling by the boys and 
singing or reciting by boys or girls. They enjoy games 
in which there is a chance for group competition be- 
tween the boys and girls. (A helpful book for teachers 
is "Games for the Playground, Home, School, and 
Gymnasium," by Jessie Bancroft.) 

The following plans have been used by different 
Junior Departments : 

A Missionary Social— When the children arrived a 
number on a slip of paper was given to each. They 
were then told that when the bell rang they were to 
go downstairs and find the tables with the corresponding 
numbers. ^ On each table they found many curios from 
some foreign country, and one of the older juniors told 
what they were and all he knew about the habits and 
customs of that particular country. Then the bell 
rang and each group changed to the next table. So the 
game progressed and all had a merry time. 



94 W$t 3umor£: Hoto to Ceacf) an& ®ram Cljem 

4 Japanese Social. — One of the boys brought his 
miroscope and the children went to Japan by seeing the 
pictures. When they arrived there, in imagination, they 
played Japanese games and had Japanese stories told. 

An African Social. — One night just before the prepa- 
ration for the Livingstone Centenary began the juniors 
played that they were all Africans. They used the 
African village curio box, had the story of Catla 
and Ara, and then played African games. (A helpful 
book is " Children at Play in Many Lands/' by Kollock.) 

A Christmas Party. — In a certain Junior Depart- 
ment one of the boys had been much interested in 
the opening of the Sunshine Home for Children in the 
community. The first Christmas it was open he was 
largely instrumental in having a Christmas party for 
the children. Before the next Christmas came around, 
Raymond was called to the heavenly home. But when 
Christmas came again, his mother remembered Ray- 
mond's interest in the Home. She came to his friends 
in the Junior Department and said if the juniors would 
give a party for the children at the Home, she would 
provide a tree in memory of Raymond. The pupils 
were delighted. Most of the children at the Home 
were younger than the juniors, and the matron had 
them write letters to Santa Claus asking for what they 
wanted. These she sent to the Sunday school and the 
juniors had lots of fun opening them and trying to 
provide what the children wanted. All the toys were 
not new (some of them the juniors had used), but they 
were all good. The juniors brought some of the decora- 



Recreation 95 



tions that they could spare from the supply for their 
own Christmas trees, decorated the tree themselves, 
and wrapped and marked the packages. The party 
was held in the basement of the church, juniors and 
Sunshine children together. The children of the Home 
sang their songs and "said their pieces;" the juniors 
sang their songs, and one of the teachers told a beautiful 
Christmas story. Then the girls and boys distributed 
the gifts. The juniors were even happier than the 
Sunshine children. 

A Birthday Social. — In a large department this may 
be an annual affair. A few weeks before the time of 
the social the children are divided into twelve groups 
according to the month in which they are born. One 
of the teachers or officers is assigned to work with 
each group. Each group prepares some game, charade, 
song, or recitation indicative of the month it represents. 
After the twelve groups have presented their part of 
the program, they pass to twelve tables which have 
been decorated to represent the birthday month of 
those who are served there. The refreshments also 
may be chosen with this thought in mind. The follow- 
ing suggestions are made for the programs of the differ- 
ent groups: 

January 

1. Song by child on the "New Year." . 

2. Tableaux of snow man and children in the act of pelting him 

with cotton balls. 
February 

1. Songs and recitations appropriate to Valentine's Day. 

2. Patriotic program, with Lincoln or Washington tableaux or 

recitations, readings, or songs. 



96 ©Jje Sumorg: Hoto to ®eari) anb ©rain ®fjem 

March 

1. Child in green dress (skirt very full and long) with hair un- 

done. An electric fan behind a screen. Fan started when 
child sings, " Where does the wind come from?" 

2. All March boys and girls, sitting on platform with little 

green flags in their hair, sing "The Wearing of the Green" 
or other Irish song, in honor of St. Patrick's Day. 

April 

1. Come on platform with umbrellas up, then down, then up, 

marching about to music, and imitating an April shower. 
Then formed in line with open sheet music, "make be- 
lieve" to sing. 

2. Come on platform prepared to sing and just as it ought to 

begin, turn music so that April Fool is read from the re- 
verse side, then march out. 

May 

1. A May moving day, and general house-cleaning time illus- 

trated by girls with dust caps, boys with pails, stepladders, 
and so forth. 

2. Reading or recitation, "I'm to be Queen o' the May." 

Tableaux to illustrate the crowning of the May Queen. 

June 

1. Songs and recitations appropriate to the "month of roses." 

2. A graduation day scene. 

July 

1. A tableau, Columbia with soldier on one side and sailor on 

the other. 

2. One or two of Jarley's wax figures, the first one the figure of 

Liberty, which when wound up waves a flag, can be made 
quite funny. 

August 

1. A harvesting scene pictured and a harvesting song sung. 

Girls with sunbonnets and boys with straw hats. 

2. A seashore story, "How the Sea Became Salt," adapted 

from "How to Tell Stories to Children," by Sara Cone 
Bryant. 

September 

1. A Labor Day Parade, with banners, each a take-off on people 

in the school, ending with a stump speech. 

2. Going to school illustrated with books, lunches, and so forth. 

3. A college take-off, Princeton or some other college colors 

used, college song sung. 



Recreation 97 



October 

1. A Halloween tableau. 

2. Some one to recite "The Goblins Will Git You if You Don't 

Watch Out," with lights turned low. "Seem' Things at 
Night" recited. 

November 

1. An Election Day scene, balloting, and so forth, with signs 

on walls, giving names of official candidates. 

2. Thanksgiving Day recitations or songs. 
December 

1. A Christmas scene, children bearing gifts, toys, vegetables, 

and so forth. 

2. A shoemaker's last hung up and a huge shoe beside it to help 

make it a little more complex. " Last but not Least." 



CHAPTER X 

QWje Stutter department attb tfje Jfyomz 

" The need of the child is the law of the home" 

The Sunday-school leader, as well as the day-school 
teacher, has come to realize the importance of securing 
the cooperation of the home in all plans made for the 
best character development of the pupil. The parents 
have control of many hours of the child's time and they 
provide the environment for this time. This environ- 
ment includes many things other than the location of 
the home. There are the pictures on the walls, the 
forms of amusement indulged in, the music played or 
sung, the newspapers, magazines, and books for read- 
ing, the attitude toward religion and sacred things. 
All these deepen or efface the good impressions made on 
the minds of the pupils during the Sunday-school ses- 
sions. Again, the parents suggest or permit nearly all 
the forms of activity by which the boys and girls ex- 
press themselves. These include duties performed in 
the home, games enjoyed at play, services rendered to 
others. All these activities furnish opportunities for 
realizing or destroying the ideals created in the Sunday 
school. 

For this reason the home should know the purpose 
of the work of the Sunday school and church, and the 



Wt)t STumor department anb tije l^ome 99 

Sunday school should know the home conditions and 
have the assistance of the parents in the work it is 
doing. The parents should know that the Sunday- 
school teachers are praying and planning and studying 
for the purpose of teaching these boys and girls to know 
God, the Creator and Father, and Jesus Christ, their 
Friend, Companion, King, and Saviour; to know how 
to handle their Bibles; to memorize many passages of 
Scripture; to attend church regularly; to make sys- 
tematic offerings for the home church and missions; 
to read their Bibles and pray every day; to sign the 
pledge not to use tobacco or alcohol; to accept Jesus 
Christ as Saviour; to serve Christ at home, at school, 
at play, in a boy's or girl's way; to develop the power 
to make right choices and decisions. Surely all parents 
should be asked and expected to cooperate fully in this 
great work of teaching and training their own children 
for Christ and the church. 

The teachers should know whether the home is con- 
tributing to the formation of these desirable habits by 
sympathy and cooperation, or interfering by either in- 
difference or opposition. 

The best way for parents and teachers of juniors to 
learn to know one another and to work together is 
through the parents' or mothers' meetings arranged by 
the junior workers. The invitations for the first meet- 
ing should be verbal and personal, as well as written. 
Secure the help of the pastor or superintendent in an- 
nouncing the date; send cards or letters to the home by 
the pupils; let a notice appear in the church bulletin; 



100 GMje HTumor*: ^oto to ®eacf) anb ©rain fttyem 

have the teachers call at the homes of the pupils and 
deliver a personal and cordial invitation. 

Plan to decorate the room of the church in which the 
meeting is held. The parents will see that the occasion 
is considered an important one and this will make the 
right sort of impression on their minds. Arrange the 
program carefully. At the first meeting it would cer- 
tainly be in order to tell the parents of the plans and 
work of the Junior Department. State clearly the 
aims of the work; outline the methods used; tell of 
the lessons taught, showing samples of the pupils' home 
work and handwork; speak of the program and the 
opportunity thus afforded for the cultivation of the 
religious feeling and for self-expression on the part of 
the pupil. Explain the need of a separate room and a 
separate session. Carefully outline ways in which the 
parents can help in the great work. Follow this pre- 
sentation of the work of the department by a confer- 
ence, so that you may be sure that all which has been 
said has been clearly understood. The parents' meet- 
ings should become bureaus of exchange but the teach- 
ers must lead the way. 

Let a social period follow. See that the parents be- 
come acquainted with the teacher of their child. Some 
arrangement might be made by which each teacher 
could gather in a circle about her the parents of the 
children in her particular class. Light refreshments 
could then be served. 

At such an initial meeting it would be well to formu- 
late plans for a permanent organization. A constitution 



®be junior department anb tfje ^ome 101 

is not needed. Appoint a committee for the pur- 
pose of nominating the four officers necessary, i. e., 
president, vice president, secretary-treasurer, and li- 
brarian. Appoint another committee to plan for the 
next meeting when the officers will be elected and as- 
sume their duties. After this election the time and 
place of the regular meetings can be decided. Very few 
committees are necessary. They are as follows : Mem- 
bership, Social, Program. Others can be added when 
it is found that they are needed. 

The Membership Committee will seek to enlist as 
members all mothers and fathers of the junior boys and 
girls. This work may be done by visiting the homes 
and telephoning or writing to the parents. 

The Social Committee will provide for the socials in 
connection with each meeting. 

The Program Committee will arrange an order of 
service, something like this: 

1. Devotional service. 

2. Minutes of the last meeting. 

3. Treasurer's report. 

4. Business, old and new. 

5. Music. 

6. Address on topic for the evening. 

7. Conference on same subject. 

8. Music. 

9. Social period. 
10. Adjournment. 

This committee will also arrange for speakers, con- 
ference leaders, and musicians. It is well to remember 
that the topics considered in these meetings should in- 
clude those which have to do with the physical, mental, 



102 ®f)e STumor*: ^oto to tKeacft anb {Eratn ®bem 

spiritual, and social welfare of the boys and girls who 
are members of the Junior Department. 

The services of Christian preachers, teachers, doctors, 
lawyers, business men, missionaries, temperance work- 
ers should be enlisted. 

Among possible program topics are the following: 

The Junior Standard. 

Church Attendance. 

The Children's Reading. 

The Children's Play. 

Vacation Plans. 

The Work and Study Book. _ 

The Junior and His Companions. 

Happy Sundays in the Home. 

The Child and the Moving Pictures. 

Story-Telling. 

Nature Lessons and Gardens. 

Christmas Giving. 

The Training of the Will. 

Religious Training of Children in the Home. 

Children's Prayers. 

The Development of a Girl. 

The Mother's Privilege. 

A Talk About Christmas Gifts. 

The Best Gift. 

An Ideal Christian Home. 

The Father's Responsibility. 

How to Inculcate a Spirit of Reverence. 

Children's Reading. 

The Religion of a Child. 

How to Lead Children to Christ. 

The Child as God's Child. 

Formation of Habits. 

Making the Boy Into a Good Citizen. 

Perplexing Questions. 

Unconscious Influences. 

Vacation Echoes. 

The Meaning of Thanksgiving. 

Christian Patriotism. 

The Father's Part in the Training of the Child. 

Our Duty Toward Other People's Children. 



Cfje Hftmior department anb tfje Home 103 

Rainy Day Occupations. 

The Twilight Hour the Mother's Opportunity. 

The Physical Welfare of the Child. 

The True Spirit of Christmas. Christmas Stories. 

Relation Between Mother and Teacher. 

Children's Rights : Have They Any? 

Bible Stories and Sunday Amusements. 

Circulating Library 

Such an association should have a circulating library 

containing the following books : 

A Study of Child Nature — Harrison. 

Love and Law in Child Training — Poulsson. 

In the Child World— Poulsson. 

Religious Education in the Family — Cope. 

Mother and Daughter — Jackson. 

Children's Right — Wiggin-Smith. 

How to Tell Stories to Children — Bryan. 

Bringing up Boys — Clark. 

Stories and Story-Telling — St. John. 

Child Nature and Child Nurture — St. John. 

The Child as God's Child— Rishell. 

The Unfolding Life — Lamoreaux. 

The Renewal of Life — M or ley. 

The Boy and the Church — Foster. 

The Boy Problem — Forbush. 

The Child and His Religion — Dawson. 

The King and His Wonderful Castle — Brown. 

The Natural Way— DuBois. 

On the Training of Parents — Abbott. 

Hints on Child Training — Trumbull. 

Building Your Girl — Wayne. 

Building Your Boy — Wayne. 

The Dawn of Character — Mumford. 

Moral Education — Griggs. 

The Girl in Her Teens— Slattery. 

Training the Girl — McKeever. 

Training the Boy — McKeever. 

Essentials of Character — Sisson. 

Such an organization as that here described will be 
of large benefit first to the pupils, and second to the 
teachers and parents. 



CHAPTER XI 

Wf)t Jfflontfjlp Workers' JWeetmg 

" The need of the pupil is the law of the school" 

In order to realize the aim of the Junior Department, 
it is necessary for the superintendent, officers, and 
teachers to cooperate fully in the promotion of all the 
plans of work. Such full cooperation cannot be secured 
unless all who aid in the management of the department 
fully understand the aim of the work and the means 
and methods of doing the work. Hence the real neces- 
sity for a monthly meeting of the junior workers. The 
time of this meeting should be the same each month 
and it should be about a week or ten days previous to 
the first Sunday of the ensuing month, for instance, the 
third Monday, Friday, or Saturday of the month. 
Such an arrangement gives opportunity for all the 
workers to arrange their plans for the coming month 
so that they will dovetail together. No excuse for 
absence, except illness, should be offered or accepted. 

The Members of the Association should be the officers, 
teachers, and substitute teachers of the Junior Depart- 
ment. 

The object should be to afford the junior workers an 
opportunity to pray, plan, and study for their special 
work. 

The officers should be a president, vice president, and 

104 



W<St jMonttjlp SHorfeers' iMeetmg 105 

secretary. (The superintendent of the department 
should be the president, the assistant superintendent, 
the vice president, and the secretary of the department 
should act as secretary.) 

Only those committees which seem necessary to do 
the work from month to month should be appointed. 

There should be a library of good, helpful books for 
junior teachers. These should be purchased by the 
Sunday school for the use of the junior teachers. See 
page 44 for list of books. 

Plan for a social hour at the close of the meeting, and 
serve light refreshments. 



The Program 

1. Short Scripture reading and a brief opening prayer. 

(A devotional five minutes.) 

2. Roll call. 

3. Minutes of the last meeting read and approved. 

4. Business arising from the reading of the minutes. 

5. Report of special committees. 

6. Reports from officers and teachers. 

The superintendent. 

The assistant superintendent. 

The secretary-treasurer. 

The pianist. 

The teachers. 

Of First Year classes. 

Of Second Year classes. 

Of Third Year classes. 
_ Of Fourth Year classes. 

7. Consideration of business suggested by the reports of the 

officers and teachers. 

8. New business. 

9. A ten-minute season of prayer, seeking help in the solution 

of problems brought to fight during the meeting. 

10. A half-hour study period with the superintendent acting 

as leader. (This period may be devoted to a study of the 



106 ®fje Sftmior*: ^oto to ®eacf) anb tKrain ®f)em 

Junior Department standard or some good book of interest 
to junior workers.) 

11. A half -hour conference period. 

12. Social hour. 

Blanks should be furnished the teachers for their 
reports in order that they may be handed the superin- 
tendent for later and fuller consideration. They may 
read as follows: 



Class No 

Teacher 

Number of pupils 

Cases of absence, how many, and reasons for such.. 



Visits to the homes 

Special information secured from visits to the homes.. 



Any problems peculiar to the class 

Any successes to report 

Any help needed from other workers in the department 

Have you been absent during the month? 

What provision was made for your class? : 

Name any special books helpful to you as a junior worker which 
you have read during the past month 

Have you attended any meetings where you received special help? 
If so, where? 

The officers need not have blanks for their reports, 
but may be expected to report on the following points: 

The Superintendent. — 

1. The program plans for the coming month. 

2. Equipment necessities. 

3. Teacher-training plans and suggestions. 
The Assistant Superintendent. — 

1. Any classification problems. 

2. Substitute teacher problems. 

3. Social plans for the department. 
The Secretary-Treasurer. — 

1. The attendance at Sunday school and church: is it regular? 
is it punctual? 



tEfte JWontfjlp Movktv^ iHeeting 107 

2. New pupils: who are they? what is their home environment? 

3. Increase or decrease of offerings. 

4. Progress made by pupils in securing class or individual 

credits for the department work. 
The Pianist. — 

1. The music for the month. 

2. Any special music. 

3. Teaching the children to sing. 

Finally, it should be decided that under no circum- 
stances may this meeting become a social or debating 
club, but that it should be held for the following pur- 
poses: To consider the needs of the department; to 
concentrate upon the weak places ; to correct erroneous 
ideas; to make better teachers and workers; to pray 
for the work. 

Perhaps it would be well if the Junior Teachers' 
Association adopted a standard to which the teachers 
would be asked to subscribe upon entering the depart- 
ment as workers. Such a standard might include the 
following: 

1. The careful study of the lessons to be taught. 

2. The study of the " Foreword" and the "Appendices" in 

each quarterly textbook. 

3. The making of the Pupil's Work and Study Book. 

4. Visiting the children in their homes. 

5. Attendance at the junior workers' monthly meeting. 

6. Visiting the public school which the pupils attend. 

7. The study of at least one teacher-training book a year. 

8. Attendance at a Community Training School, or a Sum- 

mer or Winter School of Sunday School Principles and 
Methods. 

Such a standard would prove most helpful in increas- 
ing the efficiency of the workers. 



3fumor department ismpplie* 



Printed Felt Banners for All Departments 

These banners are made of best quality felt, printed in 
colors showing gold fringe edges with combination colors, 
according to the International designs. Each banner has 
a silk cord by which it may be hung in any part of the 
school. All one size, 18 x 28 inches. $1.50 each, post- 
paid. Poles for Banners, 25 cents each, delivery extra. 
No. 4 B. Junior Department (Green and White). 
No. 12 B. Banner Class (Black and Red). 
Complete Banner and Pennant Circular sent on request 

Certificates and Diplomas 

Order by Numbers and Titles 

Series A. These certificates are engraved in brown 
on the very best grade of white writing paper. 
25 cents a dozen, or $1.75 a 100, postpaid. 

No. 103. Primary to Junior. No. 104. Junior to Intermediate. 

The Westminster Series of Promotion 
Certificates 

A handsome series of Cradle Roll and Promotion Certificates for 
the different departments of the school. Price 10 cents each or 
75 cents a dozen, postpaid. Uniform sizes 734 x H % inches. 

The front of each certificate is embellished with a beautiful picture reproduced 
from the work of a famous artist, and is lithographed in three printings. The 
certificate itself appears on the third page and gives the promotion to the re- 
quired department. Each of the certificates is enclosed in a white envelope. 
On each certificate there is a space before the word School to permit the in- 
sertion of Sabbath, Sunday, or Bible. 

No. 800 Cradle Roll Certificate 

No. 801 Cradle Roll Promotion to Beginners 

No. 802 Beginners to Primary 

No. 803 Primary to Junior 

No. 804 Junior to Intermediate 

No. 805 Intermediate to Senior 

The Westminster Press 

Headquarters: PHILADELPHIA, Witherspoon Building 

New York Chicago Cincinnati Nashville St. Louis 

San Francisco Pittsburgh 



junior department gmppltesi 



Junior Bible Society Badge 

This pin is made of sterling 
silver, the front in light 
blue and white enamel, 
with the letters "Hear 
Do," in silver. 25 cents, 
postpaid. 



Junior Department Button 

The same design in the 
form of a button with pin 
attachment, made of cellu- 
loid. Printed in colors. 
15 cents a dozen, or $1.00 
a 100, postpaid. 



International Sunday School and Bible Class 
Emblems 

In Celluloid. $1.00 a 100, postpaid. (All uniform 

sizes.) 

No. 1022. Elementary Grades, green with white center. 

(Junior.) 

No. 100. Adult Bible Class (for men and women's classes), red with white 

center. 

No. 1011. Advanced Division (Intermediate), royal blue with white center. 

No. 1033. Teacher Training, gold with white center. 

No. 1044. Home Department, purple with white center. 



Westminster Printed Felt Pennants 

25 cents each, postpaid. 

These are the latest for up-to-date schools to use in in- 
creasing offerings and attendance. For decoration of 
rooms and stimulating general interest. (All Depart- 
ments.) Uniform size, 12 x 24 inches. 

No. 4. — Junior Department — same regulation colors 
as Primary Department. (Send for complete circular.) 

The Westminster Press 

Headquarters: PHILADELPHIA, Witherspoon Building 

New York Chicago Cincinnati Nashville St. Louis 

San Francisco Pittsburgh 




LIBRARY OF CONGRESS 

021 062 917 



